GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
School: RIZAL COMPREHENSIVE NHS
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and OCTOBER 31- NOVEMBER 4, 2022
Time: 8:15- 9:15 AM
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 9
Learning Area: ENGLISH
Quarter: SECOND
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
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.
MAKING CONNECTIONS BETWEEN TEXTS TO PARTICULAR SOCIAL ISSUES, CONCERNS OR DISPOSITIONS IN REAL
LIFE
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
LAS QUARTER 2
MODULE 1
LAS QUARTER 2
MODULE 1
LAS QUARTER 2
MODULE 1
A. Reviewing Previous Lesson or
Presenting the New Lesson(A.
review and presentation of new
lesson)
Present the Pre-test
Ask them what they
know about pre-colonial.
Ask them what they
know about pre-colonial.
Ask them what they
know about pre-colonial.
B. Establishing a Purpose for the
Lesson
Tell the objectives.
C. Presenting
Examples/Instances of the
Lesson
Present the questions
to be answered.
Let students work as the
pre requisite to check
their knowledge and
develop their skills.
Let students work as the
pre requisite to check
their knowledge and
develop their skills.
Let students work as the
pre requisite to check
their knowledge and
develop their skills.
Let students work as the
pre requisite to check
their knowledge and
develop their skills.
Let students work as the
pre requisite to check
their knowledge and
develop their skills.
Present the different
pictures closely and
intensively.
D. Discussing New Concepts and
Practicing New Skills #1
Give them the
instructions to be
followed
Let them answer the
questions.
Let them look at the
given pictures and
describe kind of life that
they have.
Let them look at the
given pictures and
describe kind of life that
they have.
Let them look at the
given pictures and
describe kind of life that
they have.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
When and where these
pictures applicable in our
life?
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
Check their paper.
When and where these
pictures applicable in our
life?
When and where these
pictures applicable in
our life?
Lead them to form
generalization
Lead them to form
generalization
Lead them to form
generalization
Let them present their
output on the activity.
Let them present their
output on the activity.
Let them present
their output on the
activity.
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A . No. of learners who earned 80%
in the evaluation
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.
.
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 used/discover which
I wish to share with other teachers?
Prepared by:
Checked by :
FLORENDO M. LUCAS JR.
TEACHER III
ALEXANDER M.PASCUAL
Head Teacher III
Noted by:
HERMINIO C. TOMINES, EdD.
Principal IV
GRADES 1 to 12
DAILY LESSON LOG
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 22, 2022
Time:
Grade Level: 8
Learning Area: English
Quarter: First
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various reading
styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized,
related and delivered orally; and 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 behaviour.
1. Read and analyse the EN8LT-Ia-1.1
EN8LT-Ia-1.1
EN8LT-Ia-1.1
question carefully.
1. Read intensively.
1. Read intensively.
1. Read intensively.
2. Answer the questions 2. Identify the distinct
2. Explain how the
2. Explain how the
correctly.
features of notable African
elements of poetry
elements of poetry
poems and chants.
contribute to the theme of contribute to the theme of
the poem selection.
the poem selection.
C. Learning
Competencies/Objectives:
Write the LC Code for
each
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
Pre-Test
Africa- David Diop
Literary Elements
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
2-6
9-13
9-13
Have you been to Africa?
houses? Or have you
watched any African
movies?
Who can give a recap
regarding our lesson
yesterday?
Who can give a recap
regarding our lesson
yesterday?
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
Present the Pre- Test.
Giving directions and
instructions about the
administration of Pretest.
B. Establishing a Purpose
for the
Lesson
Why do you need to
take the Pre-Test?
What does the poem
Africa tell about the land
and its people?
C. Presenting
Examples/Instances of the
Lesson
Distribute the test paper.
Present the new lesson
by giving a simple
background about the
author.
D. Discussing New Concepts
and Practicing New Skills
#1
Test proper.
In order for us to
understand more about the
African poem let us see the
literary elements used in
the poem.
Present the literary
elements.
In order for us to
understand more about the
African poem let us see the
literary elements used in
the poem.
Present the literary
elements.
Let them give their own
ideas based from the
questions on the poems.
Let them pick out from the
poem a line/s that fits the
literary elements.
Let them pick out from the
poem a line/s that fits the
literary elements.
Pick out line/s from the
poem which you think it is
applicable in our life as a
Filipino and explain.
Is this literary elements also
applicable to Philippine
poem?
Is this literary elements also
applicable to Philippine
poem?
Lead them to generalize.
Lead them to generalize
Lead them to generalize
E. Discussing New Concepts
and Practicing New Skills
#2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
H. Making Generalizations
and Abstractions about the
Lesson
Let them know the
importance of Pre-test.
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
Checking of their
answer.
What is the lesson you
can get from the poem
Africa?
What is the theme that you
can get from the poem?
What is the theme that you
can get from the poem?
`
VI. REMARKS
VII. ```````````
VIII.
IX. 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
used/discover which I
wish to share with other
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.
teachers?
Prepared by:
Checked by :
FLORENDO M. LUCAS JR.
TEACHER III
ALEXANDER M.PASCUAL
Head Teacher III
Noted by:
HERMINIO C. TOMINES, EdD.
Principal IV
GRADES 1 to 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and September 12-16, 2022
Time:
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FIRST
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace Filipino
culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts
and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
Standards:
C. Learning
Competencies/Objective
s/
Write the LC Code for
each
EN7LT-Ia-1
1. Agree or disagree
with the statement.
2. Defend stand on the
statement.
EN7LT-Ic-2.2.1
1.Form the word from the
given puzzle.
2. Construct puzzle.
ENF-I-a-3.11.1
1.Observe correct
pronunciation.
2. Pronounce the word
correctly.
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
A Way of Life
Puzzle Me No More
Sounds of Silence
III. LEARNING
RESOURCES
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.
A. References
1. Teacher’s Guide Pages
15-16
17
18
16-17
17
17
A. Reviewing Previous
Lesson or Presenting the
New Lesson(A. review
and presentation of new
lesson)
Review about
Philippine Literature.
Ask them if they knew
about puzzle and let them
share.
Recap the lesson
B. Establishing a
Purpose for the
Lesson
E. Presenting
Examples/Instances of
Why do we need to
know about Phil. Lit.?
Why do we need to have
some knowledge about
puzzle?
Present the puzzle.
What is the importance of
pronouncing the word
correctly?
Present the new lesson.
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Present the task 2; A
the Lesson
Way of Life.
F. Discussing New
Concepts and Practicing
New Skills #1
Discuss the first one
for them to
understand.
Present the table on task 5.
Let them brainstorm the
given puzzle and form the
correct word.
Let them listen to the
teacher doing the correct
pronunciation of the words
and phrases.
Let them group into 5 and
have oral recitation of the
words and phrases read by
the teacher.
Let them group and
brainstorm.
E. Discussing New
Concepts and Practicing
New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
When do we usually
apply agreement and
disagreement?
When do we usually apply
puzzle?
When do we apply this
correct pronunciation?
H. Making
Generalizations and
Abstractions about the
Lesson
Lead them to form
generalization
Lead them to form
generalization
Lead them to form
generalization
I. Evaluating Learning
Present their own work
to the class.
Let them make their own
puzzle.
Give another sample and
let them pronounce these
K. Additional Activities
for Application or
Remediation
Grade 7-Eagle is ICL/RR
HOLIDAY
X. REMARKS
XI. REFLECTION
A . No. of learners who
earned 80% in the
evaluation
H. No. of learners who
require additional
activities for remediation
I. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
J. 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?
Grade 7-Dove is ICL/RR
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.
.
G.What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by:
Checked by :
FLORENDO M. LUCAS JR.
ALEXANDER M.PASCUAL
TEACHER III
Head Teacher III
Noted by:
HERMINIO C. TOMINES, EdD.
Principal IV
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
GRADES 1 to 12
DAILY LESSON LOG
September 12-16, 2022
Teaching Dates and Time:
I. OBJECTIVES
Grade Level: 8
Learning Area: English
MONDAY
TUESDAY
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various
reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the proper
and effective structures and cohesive devices features, stance and behaviour.
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
EN8LT-Ia-8
1.Explain the elements of
poetry.
2. Construct theme from
the poem
EN8G-Ia-7
1.Identify parallelism.
2. Construct sentence in
parallelism.
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.
Literary Skills
III. LEARNING RESOURCES
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
10-11
18
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
H O L I D A Y
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Recap the poem, The
Houses.
Recap of the last lesson.
Tell the LC and enabling
objectives.
Why do we need to know
the theme of a certain
poem?
Tell the LC and enabling
objectives.
Why do we need to knoe
parallel structures?
C. Presenting
Examples/Instances of the
Lesson
Present the sample
graphic organizer/theme
map.
Present the new lesson.
Present the sample
sentences.
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm to
form their own theme
based from poem The
Village of Round and
Square Houses.
Brainstorm the sentences.
Give more examples and
let them analyse.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
When do we usually
apply theme?
When do we use parallel
structures?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the importance of
making theme?
Let them construct
sentences observing and
applying parallel structures?
J. Additional Activities for
`
Application or Remediation
XII. REMARKS
XIII.
Grade 8-Star is ICL.
Moon is ICl
Grade 8-
```````````
XIV.
XV. REFLECTION
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.
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
K. Which of my teaching strategies
work well? Why did these work?
L. What difficulties did I encounter
which my principal or supervisor
can help me solve?
M. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
Checked by :
FLORENDO M. LUCAS JR.
TEACHER III
ALEXANDER M.PASCUAL
Head Teacher III
Noted by:
HERMINIO C. TOMINES, EdD.
Principal IV
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and June 17-21, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
Grade Level: 7
Learning Area: English
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace Filipino
culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts
and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
C. Learning
Competencies/Objectives/
EN7LT-a-2.1
1.Identify proverbs.
2. Explain different
classification of proverbs.
3. Construct sample of
proverbs.
Write the LC Code for
each
EN7LT-a-2.1
1.Identify the proverbs.
2. Explain proverbs correctly.
3. Construct sentences.
EN7G-1-b-11
1.Identify the correct
form of verb.
2. Construct sentences
using the correct
subject-verb
agreement.
EN7G-1-b-11
1.Identify the correct form
of verb.
2. Construct sentences
using the correct subjectverb agreement.
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
HOLIDAY
Revelation of Truth:
Classification of Proverbs
Words of Wisdom :
True or False
Subject-Verb Agreement
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.
16
16
24-25
24-25
19-21
21
30
31-32
4. Additional Materials
from Learning ResourceS
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson(A. review and
presentation of new lesson)
Recap the past lesson
Recap the previous lesson
Recap the previous
lesson.
Review the rules in S-V
agreement.
B. Establishing a Purpose
for the
Lesson
Tell the objectives.
Why do we need to know the
classification of proverbs?
Tell the objectives.
Why do we need to know if
the sentence is true or
false?
Ask them the
importance of using the
correct subject-verb
agreement.
Ask them the importance
of using the correct
subject-verb agreement.
G. Presenting
Examples/Instances of the
Lesson
Present the sample
proverbs based on its
classification.
Present the sample
proverbs
Present the lesson.
Present the new task.
H. Discussing New
Concepts and Practicing
New Skills #1
Let them brainstorm of the
different classification of
proverbs with its example.
Let them identify if the
sentence is true or false
and explain.
Let them do the word
game
Let them do the task 18:
Do you see what I see
and discuss the
highlighted word in each
sentence.
Guide them to do the
new task.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
the classification of
proverbs?
Why do we need to know if
the sentence is true or
false? And when do we
apply?
When do we usually apply
the correct S-V agreement?
When do
we usually
apply the
correct SV
agreemen
t?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
Let them construct their own
examples.
Let them construct one true
sentence and one false
sentence.
Write 5 sentences
observing/using the correct
S-v agreement.
Let them
present
their
answer on
the task.
L. Additional Activities for
Application or Remediation
XVI.
REMARKS
XVII.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
N. No. of learners who require
additional activities for remediation
O. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
P. No. of learners who continue to
require remediation
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
APPROVED BY:
MICHAEL T. BORROMEO, LlB,
PhD.
SECONDARY SCHOOL
PRINCIPAL II
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and June 17-21, 2019
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
Grade Level: 8
Learning Area: English
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various
reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the
proper and effective structures and cohesive devices features, stance and behaviour.
EN8SS-Ic-1.5.1
EN8SS-Ic-1.5.1
EN8SS-Id-1.5.1
EN8SS1. Describe the notable folk
1.Describe the notable folk
1.Skim the selection.
Id-1.5.1
contributed by African
contributed by African
2. Unlock difficulties.
1.Skim the
writer.
writer.
3. Describe folk literature of
selection.
2. Unlock difficulties.
2. Unlock difficulties.
Africa.
2. Unlock
3. Read intensively.
3. Read intensively.
difficulties.
3.
Describe
folk
literature
of Africa.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
HOLIDAY
III. LEARNING RESOURCES
Owner of the Sky: Olorum
Owner of the Sky: Olorum
The Creator
The Creator
Anansi’s Tale
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Anansi’s
Tale
31-33
31-33
33-37
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Recap of the last lesson.
Recap of the last lesson.
Present the new lesson.
B. Establishing a Purpose for the
Lesson
Tell the LC and enabling
objectives.
Why do we need to read
African stories?
Tell the LC and enabling
objectives.
Why do we need to read
African stories?
Tell the LC and enabling
objectives.
Why do we need to read
African stories?
C. Presenting Examples/Instances of
the Lesson
Present the story.
Unlock difficulties.
Let them read the story.
Present the story.
Unlock difficulties.
Let them read the story.
Present the story/tale.
Unlock difficulties/
Let them read the story
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm by answering
the questions found in the
story..
Brainstorm by answering
the questions found in the
story..
Let them answer the
questions that found in the
story.
Let them fill out the graphic
organizer.
Present
the new
lesson.
Tell the
LC and
enabling
objectives.
Why do
we need
to read
African
stories?
Present
the
story/tale.
Unlock
difficulties/
Let them
read the
story.
Let them
answer
the
questions
that found
in the
story.
Let them
fill out the
graphic
organizer.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Where do we usually see
story like this? And when do
we usually apply it?
Where do we usually see
story like this? And when do
we usually apply it?
When do we usually apply
theme that we can get from
the tale?
When do
we usually
apply
theme that
we can get
from the
tale?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
What is the theme of the
story?
What is the theme of the
story?
Present their group out put.
Present
their
group out
put.
Grade 8-Star is ICL.
Grade 8-
J. Additional Activities for
Application or Remediation
XVIII. REMARKS
XIX.
```````````
`
Moon is ICl
XX.
XXI.
REFLECTION
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.
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
Q. Which of my teaching strategies
work well? Why did these work?
R. What difficulties did I encounter
which my principal or supervisor
can help me solve?
S. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
APPROVED BY:
MICHAEL T. BORROMEO, LlB,
PhD.
SECONDARY SCHOOL
PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and June 24-28, 2019
Time: 7:15-8:15, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
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) portal
B. Other Learning Resources
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace
Filipino culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and
listening texts and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
EN7C-1-b-8
1. Identify root word and
affixes.
2. Use root word with affixes
in a sentence.
EN7SS-I-b-1.5.1
1. Skim the selection.
2. Read intensively to find
answer to the questions.
EN7S-1-b-1.5.1
1. Read intensively
2. Give ending to the story
EN7LT-1-b-1
1.Recall the past.
2. Perform the given ask
EN7LT-1b-1
1.Recall
the past.
2. Perform
the given
ask
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.
Word Structure
The Origin of the World
( Maranaw)
The Legend of Mariang
Makiling- Plot Me
Ancestral
Reacall
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.
35-36
36
39
45-46
45-46
45-46
47-48
60-61
63-65
63-65
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Present the drawing and let
them give their ideas.
Ask them about their
knowledge on the origin of
the world.
Recap the previous lesson
Recap the previous lesson
Recap the
previous
lesson
B. Establishing a Purpose for the
Lesson
Why do we need to know
the root word of a word and
its affixes?
Why do we need to know
stories of other places?
Ask them the importance of
knowing the important
events in the story
Why do we need to recall
ancestor’s belief, custom
etc.?
Why do
we need
to recall
ancestor’s
belief,
custom
etc.?
I. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new lesson.
Present samples of the
new lesson.
Let them read/listen to the
story.
Present the diagram on
plot me.
Present the different task to
different group.
Give by group a task.
Present
the
different
task to
different
group.
Give by
group a
task.
J. Discussing New Concepts and
Practicing New Skills #1
Lead them to brainstorm on
the words that has an
affixes.
Do a work webs.
Answer the questions found
in the story.
Lead them to brainstorm
the plot diagram.
Give additional explanation
Let them brainstorm on the
culture that they observed
from their grandmothers and
grandfathers.
Let them
brainstorm
on the
culture
that they
observed
from their
grandmot
hers and
grandfath
ers.
When do we usually apply
the things that we recalled
from the past?
When do
we usually
apply the
things that
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When can we apply words
and affixes?
In the story of Maranaw, do
you have the same story
that you know like the
Maranaw story?
When do we usually use
plot in our life?
we
recalled
from the
past?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct a
sentences from the example
words and words with
affixes. (1/2 sheet of paper)
How can this story helps
you in your life as a
student?
(1/2 sheet of paper)`
`What do you think is the
importance of plot in a
story?
(1/2 sheet of paper)
`Let them present their
group output to the class
Lead them
to form
generaliza
tion.
`Let them
present
their
group
output to
the class
M. Additional Activities for
Application or Remediation
XXII.
REMARKS
XXIII.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
T. No. of learners who require
additional activities for remediation
U. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
V. 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 used/discover which I
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.
.
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
APPROVED BY:
MICHAEL T. BORROMEO, LlB,
PhD.
SECONDARY SCHOOL
PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and June 24-28, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various
reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the
proper and effective structures and cohesive devices features, stance and behaviour.
EN8SS-1d-1.5.1
EN8G-Id-7
EN8SS-Ic-1.5.1
EN8SS-Ic-1.5.1
EN8WC-Ie1.Unlock difficulties.
1. Identify noun clause.
1.Unlock difficulties.
1.Unlock difficulties.
6
2. Skim the selection.
2. Use noun clause in a
2. Read intensively.
2. Read intensively.
1.Identify
3. Describe folk literature of
sentence.
plot of the
Africa.
story
2. Write
simple plot
of the story
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Anansi’s Tale
Plot
Noun Clause
Half A Day
Half A Day
Half A Day-
III. LEARNING RESOURCES
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
33-37
46
59-61
59-61
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them about their
knowledge regarding Africa.
Ask them about Noun and
Clause.
Recap the previous lesson.
Recap the previous lesson.
B. Establishing a Purpose for the
Lesson
Why do we need to know
some of the African stories?
Why do we need to study
noun clause?
Why do we need to
understand as a part or way
to understand and solve
problems?
Why do we need to
understand as a part or way
to understand and solve
problems?
C. Presenting Examples/Instances of
the Lesson
Present the story/tale.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Present samples of noun
clause.
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Unlock difficulties.
Let them read the story.
D. Discussing New Concepts and
Practicing New Skills #1
Let them answer the
questions that found in the
story.
Let them fill out the graphic
organizer. ( by group)
Let them discuss by giving
them cues to understand
noun clause.
Discuss by answering the
questions found in the story.
Discuss by answering the
questions found in the story.
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
Recap the
story Half A
Day.
Why do we
need to
know the
plot of the
story?
Present the
new task.
Present the
table about
plot based
on Half A
Day.
Explain the
purpose of
the table
and lead
them to fill
out. ( by
group )
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
the lesson we can get from
the story?
When do we usually used
noun clause?
When do we usually see the
scenario of the story?
When do we usually see
the scenario of the story?
When do we
use plot as
a device in a
story?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
Present their group output.
Let them construct noun
clause.
What is the lesson that you
can get from the story?
What is the lesson that you
can get from the story?
Let them
present
their
group
work and
have form
their
feedbacks
on others
work.
Grade 8-Star is ICL.
Grade 8-
J. Additional Activities for
Application or Remediation
XXIV. REMARKS
XXV.
```````````
`
Moon is ICl
XXVI.
XXVII. REFLECTION
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.
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
W. Which of my teaching strategies
work well? Why did these work?
X. What difficulties did I encounter
which my principal or supervisor
can help me solve?
Y. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
APPROVED BY:
MICHAEL T. BORROMEO, LlB,
PhD.
SECONDARY SCHOOL
PRINCIPAL II
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and July1-5, 2019
Time: 7:15-8:15, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
MONDAY
TUESDAY
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace
Filipino culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and
listening texts and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
EN7RC-1-D-7.1
1.Unlock difficulties.
2. Read intensively.
EN7RC-Id-1
1. Unlock difficulties.
2. Read intensively.
EN7RC-Id-1
1. Unlock difficulties.
2. Read intensively.
Write the LC Code for each
II. CONTENT
Grade Level: 7
Learning Area: English
EN7OL-1-d-1.14.3
1.Identify stress.
2. use stress in reading
words.
EN7G-I-e1.
1. Identify
Indefinite
pronoun.
2. Use
indefinite
pronoun in
a
sentence.
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.
The Good Prince Bantugan A Tale of marinduque
Agreement: Indefinite
A Tale of marinduque
Stressed
S-V
Pronoun
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
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.
54-55
71-73
71-73
73-74
79,88-89
73-76
93-94
93-94
94-95
112-113
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them if they know
about Prince Bantugan.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous lesson.
Review
about s-v
agreemen
t.
B. Establishing a Purpose for the
Lesson
What is the importance of
reading epic?
What is the importance of
reading legend?
What is the importance of
reading legend?
What is the importance of
knowing the correct stress of
a word?
K. Presenting Examples/Instances of
the Lesson
Present the epic.
Present the legend.
Present the legend.
Present the lesson.
Unlock difficulties.
Unlock difficulties.
Unlock difficulties.
Let them read the epic.
Let them read the legend
Let them read the legend
Present samples of stressed
words.
Why do
we need
to know
about
indefinite
pronoun?
Present
the new
lesson.
Let them brainstorm by
answering the questions
found in the epic.
Let them answer the
questions on the selection.
Give additional
explanations.
Let them answer the
questions on the selection.
Give additional
explanations.
L. Discussing New Concepts and
Practicing New Skills #1
Present
sample
sentences
with
indefinite
pronoun.
Let the teacher do the first
reading by stressing the
correct stress of a word.
Explain the importance of
stress.
Let them
brainstorm
the
sentences
with
indefinite
pronoun.
Let them
answer
the activity
2.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them read the words
with correct stress.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually
observe this kind of
attitude?
When do we usually
experience this kind of
story?
When do we usually
experience this kind of
story?
When do we usually use
stress?
When do
we usually
used s-v
agreemen
t with
indefinite
pronoun?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the lesson that you
can get from the epic? ½
sheet of paper.
What is the best lesson that
you can get from the
legend?
What is the best lesson that
you can get from the
legend?
Let them read sample
words orally and
individually.
Lead them
to form
generaliza
tion.
Let them
construct
5
sentences
following
the s-v
agreemen
t with
indefinite
pronoun.
½ sheet of
paper.
N. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
XXVIII. REMARKS
XXIX.
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.
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
Z. 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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
APPROVED BY:
MICHAEL T. BORROMEO, LlB, PhD.
SECONDARY SCHOOL PRINCIPAL II
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 3-7, 2022
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various reading
styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized,
related and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the proper and
effective structures and cohesive devices features, stance and behaviour.
EN8WC-Ie-6
EN8OL-Ie-5
EN8G-Ie-8
EN8G-Ie-8
1 . Identify plot of the story
1. Know the guidelines.
1. Identify cohesive
1. Identify transitions.
2. Write simple plot of the
2. Apply guidelines in
devices.
2. Use transition words in
story
delivery.
2. Use cohesive devices in
a sentence.
sentences.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Half A Day-Plot
How To Improve Verbal
Delivery
Cohesive Devices
Transition Words
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
53-61
62-63
64-65
65-67
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New Lesson
Recap the story Half A
Day
Recap the previous lesson
Recap the past lesson
Recap the past lesson
B. Establishing a Purpose for
the
Lesson
.
Why do we need to know
the plot of the story?
Why do we need to know
guidelines in verbal
delivery?
Why do we need to know
cohesive devices.
Why do we need to know
transition words and its
uses?
C. Presenting
Examples/Instances of the
Lesson
Present the new task.
Present the table about
plot based on Half A Day.
Present the guidelines
Present the cohesive
devices.
Present transition words.
D. Discussing New Concepts
and Practicing New Skills #1
Explain the purpose of the
table and lead them to fill
out. ( by group )
Brainstorm the guidelines in
verbal delivery.
Brainstorm the use of
cohesive devices.
Brainstorm the use of
transition words.
Do activity C.
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
When do we use plot as a
device in a story?
When do we usually apply
this guidelines.
When do we usually apply
cohesive devices?
When do we usually apply
transition words?
H. Making Generalizations
and Abstractions about the
Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
I. Evaluating Learning
Let them present their
group work and have form
their feedbacks on others
work.
J. Additional Activities for
Application or Remediation
Let them apply the
guidelines.
Let them construct
sentences using the
different cohesive devices
they know.
`
Present their answer in
activity C.
C. REMARKS
CI. ```````````
CII.
CIII.
REFLECTION
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
NOTED BY:
ALEXANDER M. PASCUAL
HEAD TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
HERMINIO C. TOMINES, EdD
PRINCIPAL IV
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and
Time: September 26-30, 2022
MONDAY
TUESDAY
Grade Level: 7
Learning Area: English
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace Filipino
culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts
and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
EN7LT-I-e-1
1. Unlock difficulties.
2. Read intensively.
EN7OL-I-e-1.14.3
1. Identify stress and
intonation.
2. Use stress and
EN7OL-I-e-1.14.3
1.Identify stress and
intonation.
2. Use stress and
EN7G-I-e-11.
1. Identify Indefinite
pronoun.
2. Use indefinite pronoun
intonation in reading
phrases and sentences.
intonation in reading
phrases and sentences.
in a sentence.
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
Why There Is High Tide
Stress and Intonation
Pronoun
Paragraph
Stress and Intonation
S-V Agreement: Indefinite
Modular
III. LEARNING
RESOURCES
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.
A. References
1. Teacher’s Guide Pages
79,82-83
79, 86-87
79, 86-87
79,88-89
105-107
109-110
109-110
112-113
A. Reviewing Previous Lesson
or Presenting the New
Lesson(A. review and
presentation of new lesson)
Recap the previous
lesson.
Recap the previous
lesson.
Recap the previous lesson.
Review about s-v
agreement.
B. Establishing a Purpose for
the
Lesson
Tell the enabling
objectives.
Do you know the reason
why there is high tide
during full moon?
Present the new lesson.
Tell the enabling
objectives.
Why do we need to know
the correct stress and
intonation of a word?
Present the new lesson.
Tell the enabling objectives.
Why do we need to know
the correct stress and
intonation of a word?
Tell the enabling
objectives.
Why do we need to know
about indefinite pronoun?
Present the new lesson.
Present the new lesson.
Unlock difficulties.
Present samples of stress
and intonation.
Present samples of stress
and intonation.
Present sample
sentences with indefinite
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
C. Presenting
Examples/Instances of the
Lesson
pronoun.
D. Discussing New Concepts
and Practicing New Skills #1
Let them read the
selection.
Give by group different
tasks.
Let them analyse the
given samples.
Lead them to stress the
word and the correct
intonation of the word.
Let them analyse the given
samples.
Lead them to stress the
word and the correct
intonation of the word.
Let them brainstorm the
sentences with indefinite
pronoun.
Let them answer the
activity 2.
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let them present their
output.
Let them give the correct
stress of the words in
Task 9.1
Let them give the correct
stress of the words in Task
9.1
Answer task 11.2
activity1.
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
When do we usually
observe this attitude?
When do we usually
apply stress and
intonation?
When do we usually apply
stress and intonation?
When do we usually apply
s-v agreement in
Indefinite pronoun?
H. Making Generalizations
and Abstractions about the
Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the best lesson
that you can get from the
story? !/2 sheet of paper.
Let them give the correct
stress in task 9.2 and
correct intonation on p.
110. ½ sheet of paper.
Let them give the correct
stress in task 9.2 and
correct intonation on p.
110. ½ sheet of paper.
Let them answer the
activity 2 in ¼ sheet of
paper.
E. Discussing New Concepts
and Practicing New Skills #2
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
V. REMARKS
VI.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
HEAD TEACHER III
APPROVED BY:
HERMINIO C. TOMINES EdD.
PRINCIPAL IV
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and
Time:
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various reading
styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized,
related and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the proper and
effective structures and cohesive devices features, stance and behaviour.
EN8LT-Ig-6
EN8LT-Ig-6
EN8RC-Ig-7.1
EN8RC-Ig-7.1
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties
1. Unlock difficulties
2. Read intensively.
2. Read intensively.
2. Read intensively.
2. Read intensively.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Nelson M: A Thembu
Prince
Nelson M: A Thembu
Prince
Nelson:Cow’s Bestfriend
An Auto biography
MODULAR
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.
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
80-84
80-84
84-85
85-87
A. Reviewing Previous Lesson
or Presenting the New Lesson
Recap the previous
lesson.
Recap the previous
lesson
Recap about the Thembu
Prince.
Recap the past lesson
Recap the past lesson
B. Establishing a Purpose for
the
Lesson
C. Presenting
Examples/Instances of the
Lesson
.
Why do we need to know
apartheid issue in South
Africa?
Present the LC
Present the story.
Unlock difficulties
Why do we need to know
apartheid issue in South
Africa?
Present the LC
Present the story.
Unlock difficulties
Let them read the
selection.
Why do we need to know
about the friend of a
person?
Present the LC.
Present the new lesson.
Unlock difficulties.
Let them read the selection
Why do we need to know
an autobiography of a
person?
Present the LC
Present the new lesson.
Let them read the
selection.
Why do we need to
know an autobiography
of a person?
Present the LC
Present the new lesson.
Let them read the
selection.
Brainstorm by questions
found in the selection.
Answer the questions found
in the selection.
Let them answer the
questions on activity 1
letter a.
Fill out the table on
Activity 1 letter b. ( by
group )
Let them answer the
questions on activity 1
letter a.
Fill out the table on
Activity 1 letter b. ( by
group )
IV. PROCEDURES
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
Let them Read the
selection.
Answer the questions
found in the selection.
F. Developing Mastery
(Leads to Formative
Assessment 3)
What are the
characteristics of Nelson
as a Prince?
What are the
characteristics of Nelson
as a Prince?
What do you think is the
reason for nelson to have
the cow as his best friend?
Let them have a final look
at their group work for
necessary corrections or
additions.
Let them have a final
look at their group work
for necessary
corrections or additions.
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
Is the culture of Africa
about apartheid observe
in our country?
Is the culture of Africa
about apartheid observe
in our country?
As a student, who is your
best friend also and why?
When do we usually apply
autobiography?
When do we usually
apply autobiography?
H. Making Generalizations
and Abstractions about the
Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Do you agree about the
system in South Africa
about classification racial
group? Why? ½ sheet of
paper.
Do you agree about the
system in South Africa
about classification racial
group? Why? ½ sheet of
paper.
Is it possible also that you
will have an animal best
friend? Why?
Present their answer in
activity 1 letter b.
Present their answer in
activity 1 letter b.
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
V. REMARKS
Grade 8- Moon is
ICl
```````````
VI.
REFLECTION
A.No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CCHECKED BY:
ALEXANDER M. PASCUAL
TEACHER III
NOTED BY:
HERMINIO C. TOMINES,EdD.
PRINCIPAL IV
HEAD
RIZAL COMPREHENSIVE NHS
School:
FLORENDO
M. LUCAS JR.
Teacher:
Teaching Dates and Time: OCTOBER 3-7, 2022
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
Grade Level: 7
Learning Area: English
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace Filipino
culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening
texts and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
EN7WC-1-d-4.3
1.Identify paragraph.
2. Know the parts and
features of a paragraph
3. Write a simple
paragraph.
EN7WC-1-d-4.3
1.Identify different kinds of
paragraph. paragraph.
2. Know the parts and
features of a paragraph
3. Write a simple
paragraph.
EN7OL-I-e-1.14.3
1.Identify stress and
intonation.
2. Use stress and
intonation in reading
phrases and sentences.
EN7VC-I-d-6
1.Know their beginning.
2. Value their beginning.
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
Paragraph
Kinds of Paragraph
Kinds of Paragraph.
Learning from My Beginning
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
MODULAR
82
83-84
83-84
87-89
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson(A. review and
presentation of new lesson)
Ask them about
paragraph.
Recap the previous lesson.
Recap the previous
lesson.
Recap the previous
lesson.
B. Establishing a Purpose for
the
Lesson
Tell the enabling
objectives.
Why do we need to know
about paragraph.
Present the new lesson.
Tell the enabling objectives.
Why do we need to know
the kinds of paragraph.
Present the new lesson.
Tell the enabling
objectives.
Why do we need to know
the kinds of paragraph.
Present the new lesson.
Tell the enabling
objectives.
Why do we need to know
our beginning?
Present the new lesson.
Present the parts and
features of paragraph.
Present the different kinds
of paragraph.
Present the different kinds
of paragraph.
Present the different task.
Let them brainstorm the
parts and features of a
paragraph.
Let them analyse the
different kinds of
paragraph.
Let them analyse the
different kinds of
paragraph.
Let them brainstorm the
different task.
Give every group task to
do.
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let them identify the parts
of the paragraph
Let them identify what kind
of paragraph. Give 2
samples.
Let them identify what
kind of paragraph. Give 2
samples.
Let them discuss their
answer before presenting
to the class.
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
When do we usually apply
writing a paragraph?
When do we usually apply
differentiating the kind of
paragraph.
When do we usually
apply differentiating the
kind of paragraph.
When do we usually apply
knowing our beginning?
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Write a simple paragraph
observing the three parts
and features of the
paragraph.
Let them choose one kind
of paragraph and let them
construct one.
Let them choose one kind
of paragraph and let them
construct one.
Let them present their
output to the class.
J. Additional Activities for
Application or Remediation
W. REMARKS
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 used/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.
.
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
HEAD TEACHER III
HERMINIO C. TOMINES, EdD.
PRINCIPAL IV
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and
Time: OCTOBER 17-21,2022
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
NOTED BY:
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various reading
styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related
and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the proper and
effective structures and cohesive devices features, stance and behaviour.
EN8RC-Ig-7.1
EN8LT-Ig-6
EN8WC-Ie-6
EN8RC-Ig-7.1
1. Unlock difficulties
1. Unlock difficulties.
1.Identify cohesive device 1. Unlock difficulties
2. Read intensively.
2. Read intensively.
:transition words.
2. Read intensively.
2. Use transitions words
in a sentence.
C. Learning
Competencies/Objectives:
Write the LC Code for
each
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
An autobiography
Autobiography
Cohesive Device: Transition Words
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
85-87
85-87
94-95
94-95
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Let them give their ideas
about autobiography..
Ask them about
autobiography.
Recap the previous lesson.
Recap the previous lesson.
B. Establishing a Purpose for the
Lesson
.
Why do we need to know an
autobiography of a person?
Why do we need to know
about autobiography.
Why do we need to know
the transition words use to
prepare examples?
Why do we need to know
the transition words use to
prepare examples?
C. Presenting Examples/Instances of
the Lesson
Present the LC
Present the new lesson.
Let them read the selection.
Present the LC
Present the new lesson.
Present the LC
Present the new lesson.
Present the LC
Present the new lesson.
D. Discussing New Concepts and
Practicing New Skills #1
Let them answer the
questions on activity 1 letter
a.
Fill out the table on Activity
1 letter b. ( by group )
Brainstorm about
autobiography.
Give them samples of
autobiography.
Brainstorm the cohesive
device: transition words use
to prepare for an example.
Brainstorm the cohesive
device: transition words use
to prepare for an example.
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them have a final look
at their group work for
necessary corrections or
additions.
Let them give short story
about themselves.
Let them use in a sentence
orally.
Let them use in a sentence
orally.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
autobiography?
When do we usually apply
or use autobiography?
When do we usually apply
transition word?
When do we usually apply
transition word?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Present their answer in
activity 1 letter b.
Let them write a
short/excerpt of their
autobiography.
Construct 5 sentences
using cohesive device:
Transition words for an
example.
`
Construct 5 sentences
using cohesive device:
Transition words for an
example.
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
W. REMARKS
```````````
VII.
REFLECTION
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES, EdD..
PRINCIPAL IV
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance
Standards:
C. Learning
Competencies/Objectives
/
Write the LC Code for
each
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and
Time: October 10-14, 2022
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace Filipino
culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts and
observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
EN7VC-I-d-6
1.Know their beginning.
2. Value their beginning.
EN7LT-I-e-11
1.Know the values of the
elders.
2. Recall and apply values
of the elders.
EN7LT-I-e-11
1.Know the values of the
elders.
2. Recall and apply values
of the elders.
EN7V-I-e-22.3
1.Know idiomatic
expression.
2. Use idiomatic expression
in a sentence.
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
A Worthwhile Beginning
III. LEARNING
RESOURCES
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.
My Elder’s Wisdom
My Elder’s Wisdom
Wisdom That Lingers
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
89
101-103
101-103
103-104
A. Reviewing Previous
Lesson or Presenting the
New Lesson(A. review and
presentation of new
lesson)
Ask them about their root
or beginning of their
family..
Recap the previous
lesson.
Recap the previous
lesson.
Recap the previous lesson.
B. Establishing a Purpose
for the
Lesson
Tell the enabling
objectives.
Why do we need to know
about our worthwhile
beginning?.
Present the new lesson.
Tell the enabling
objectives.
Why do we need to know
the values of our elders?
Tell the enabling
objectives.
Why do we need to know
the values of our elders?
Tell the enabling objectives.
Why do we need to know
idiomatic expressions?
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present the poster.
Present the different task.
Present the different task.
Present the different idioms
with their meanings.
Let them brainstorm the
poster and let answer the
questions below the
poster. By group.
Let them do the two
different task by group.
Let them do the two
different task by group.
Let them brainstorm the
idiomatic expression with
their meaning.
Ask them if they know other
idiomatic expressions.
IV. PROCEDURES
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New
Concepts and Practicing
New Skills #1
Modular
E. Discussing New
Concepts and Practicing
New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let them discuss their
answer within the group
before presenting to the
class.
Let them analyse their
output before presenting
to the class.
Let them analyse their
output before presenting
to the class.
Let them use the idioms in
a sentence orally.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
When do we usually apply
knowing our beginning?
When do we usually
apply or observe values of
our elders?
When do we usually
apply or observe values of
our elders?
When do we usually apply
these idiomatic
expressions?
H. Making Generalizations
and Abstractions about
the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their
own
What is the importance of
knowing our beginning?
List down other wisdom of
our elders that you know.
(1/2 sheet of paper)
List down other wisdom of
our elders that you know.
(1/2 sheet of paper)
Let them use idiomatic
expression in a sentence. 5
sentence in ½ sheet of
paper.
J. Additional Activities for
Application or
Remediation
X. REMARKS
VIII.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Checked by:
ALEXANDER M. PASCUAL
HEAD TEACHER III
Noted by:
HERMINIO C.TOMINES,EdD.
PRINCIPAL IV
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and
Time: October 10-14,2022
MONDAY
TUESDAY
Grade Level: 8
Learning Area: English
Quarter: First
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various reading
styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related
and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the proper and
effective structures and cohesive devices features, stance and behaviour.
EN8WC-Ie-6
EN8WC-Ie-6
EN8WC-Ie-6
EN8WC-If-6
1.Identify cohesive device 1.Identify cohesive device 1.Identify cohesive device 1.Know the different
:transition words.
:transition words.
:transition words.
transition words.
2. Use transitions words
2. Use transitions words
2. Use transitions words
2. Use transition words in
in a sentence.
in a sentence.
in a sentence.
constructing a simple
essay.
C. Learning
Competencies/Objectives:
Write the LC Code for
each
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
Transition Words
(Use for an example)
Transition Words
( Assert a truth )
Other Transition Words
Modular
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Essay Writing
86
87
88
89
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
Let them give their ideas
about transition words.
Recap the previous
lesson.
Recap the different
transition words.
Recap the different
transition words.
Why do we need to know
about different transition
words use for an assert?
Why do we need to know
other transition words?
Why do we need to know
how to write essay?
Present the LC
Present the new lesson
with the sample words.
Present the LC
Present the new lesson.
With the different samples
of transition words.
Present the LC
Present the new lesson.
C. Presenting
Examples/Instances of the
Lesson
.
Why do we need to know
about different transition
words use in for an
example??
Present the LC
Present the new lesson
with the sample words.
D. Discussing New Concepts
and Practicing New Skills
#1
Brainstorm the use of
transition words use in for
an example.
Brainstorm the use of
transition words use in for
an example.
Let them brainstorm of the
other transition words..
Let them brainstorm of the
part of an essay.
Let them use transition
Let them use transition
Let them use different
Let them use different
B. Establishing a Purpose
for the
Lesson
E. Discussing New Concepts
and Practicing New Skills
#2
F. Developing Mastery
(Leads to Formative
Assessment 3)
words use in for an
example in a sentence
orally.
words use for asserting
orally in a sentence orally.
transition words in a
sentence.
transition words in a
sentence.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
When do we usually apply
these transition word for
an example?
When do we usually apply
these transition word for
assert?
When do we usually apply
these other transition
word for assert?
Why do we need to know
how to write essay?
H. Making Generalizations
and Abstractions about the
Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Construct 5 sentences
using any of the transition
words for an example.
Construct 5 sentences
using any of the transition
words for assert.
Construct 5 sentences
using other transition
words.
`
Let them construct simple
essay using the different
transition words.
J. Additional Activities for
Application or Remediation
X. REMARKS
```````````
VIII.
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
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Checked by:
ALEXANDER M. PASCUAL
HEAD TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
Noted by:
HERMINIO C. TOMINES,EdD.
PRINCIPAL IV
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and OCTOBER 17-21, 2022
Grade Level: 7
Learning Area: English
Quarter: First
Time:
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace Filipino
culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and listening texts
and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
ENLT-I-f-1
1.Unlock difficulties.
2. Read intensively.
Write the LC Code for
each
EN7LT-I-f-1
1.Unlock difficulties.
2. Read intensively.
3. Perform the the different
tasks.
EN7LT-I-e-11
1.Know the values of the
elders.
2. Recall and apply values
of the elders.
EN7V-I-f-1
1. Know idiomatic
expression.
2. Use idiomatic
expression in a sentence.
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
Indarapatra and Sulayman
A Maranao Epic
Indarapatra and Sulayman- A Maranao Epic
Idiomatic Expression
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
MODULAR
126-130
126-132
126-132
134-135
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson(A. review and
presentation of new lesson)
Ask them about epic story.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous
idioms that they know.
B. Establishing a Purpose
for the
Lesson
Tell the enabling objectives.
Why do we need to know
about epic story?
Let them brainstorm the
epic by answering the
questions on HeroDetective Case.
Tell the enabling objectives.
Why do we need to know
the values of our elders?
C. Presenting
Examples/Instances of the
Lesson
Present the new lesson.
Unlock difficulties.
Let them read the epic.
Present the new lesson.
Present the new lesson.
Tell the enabling
objectives.
Why do we need to know
idioms and their
meaning?
Present the new lesson.
Present the different task.
Present the different task.
Present the table on
idioms
D. Discussing New Concepts
and Practicing New Skills
#1
Let them brainstorm the
epic by answering the
questions on HeroDetective Case.
Let them do the two
different task by group.
Let them do the two
different task by group.
Brainstorm the different
idioms and their meaning.
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let them discuss their
answer within the group
before presenting to the
class.
Let them ask questions that
confuse from the epic.
Let them analyse their
output before presenting to
the class.
Let them answer the 5
sentences about idioms.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
When do we usually
observe this kind of
heroism?
When do we usually apply
this kind of story?
When do we usually apply
or observe values of our
elders?
When do we usually use
idioms?
E. Discussing New Concepts
and Practicing New Skills
#2
H. Making Generalizations
and Abstractions about the
Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their own
What is the importance of
knowing our beginning?
What is the best lesson that
you can get from the epic?
½ sheet of paper.
List down other wisdom of
our elders that you know.
(1/2 sheet of paper)
Let them construct 5
sentences using the
different idioms.
½ sheet of paper.
J. Additional Activities for
Application or Remediation
Y. REMARKS
IX.
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
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Checked by:
ALEXANDER M. PASCUAL
HEAD TEACHER III
Noted by:
HERMINIO C. TOMINES, EdD.
PRINCIPAL IV
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates and Time: September 26-30, 2022
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various reading
styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related
and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the proper and
effective structures and cohesive devices features, stance and behaviour.
EN8LT-Ih-3
EN8LT-Ih-3
EN8-Ih-7.1
1.Unlock difficulties.
1.Unlock difficulties.
1. Pick out sensory images
2. Read intensively.
2. Read intensively.
2. Explain the sensory
C. Learning
Competencies/Objectives:
images.
Write the LC Code for
each
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
Typhoon
Analects
By: Confucius
Analects
By: Confucius
The Soldier
By: Confucius
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
Modular
98-102
98-100
101-102
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a Purpose
for the
Lesson
Ask them if they know
Confucius.
Ask them if they know
Confucius.
Recap the previous
lesson
Tell the LC.
Ask them if they know
Analects.
Tell the LC.
Ask them if they know
Analects.
C. Presenting
Examples/Instances of the
Lesson
Present the new lesson
with the sample words.
Unlock difficulties.
Read the Analects.
Present the new lesson
with the sample words.
Unlock difficulties.
Read the Analects.
Tell the LC.
Ask them if they know
notice sensory images
from the Analects.
Present the poem to the
class.
D. Discussing New Concepts
and Practicing New Skills
#1
Brainstorm the message of
the analects.
Answer the questions found
in the Analects.
Brainstorm the message of
the analects.
Answer the questions found
in the Analects.
Let them read silently and
answer the questions on
scan images and
interpret
F. Developing Mastery
(Leads to Formative
Assessment 3)
Let them choose one
analects and let them
explain.
Let them choose one
analects and let them
explain.
Let them answer the
question on Reflect
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
When do we usually apply
Analects in our life?
When do we usually apply
Analects in our life?
When do we apply
sensory images in our
life?
H. Making Generalizations
and Abstractions about the
Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
According to Confucius,
what are the duties of a
young man at home and in
the outside world?
½ sheet of paper.
According to Confucius,
what are the duties of a
young man at home and in
the outside world?
½ sheet of paper.
`
What is importance of
analects in our life?
E. Discussing New Concepts
and Practicing New Skills
#2
J. Additional Activities for
Application or Remediation
I
Y. REMARKS
```````````
IX.
REFLECTION
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
NOTED BY:
APPROVED BY:
ALEXANDER M. PASCUAL
HEAD TEACHER III
HRMINIO, C. TOMINES, EdD.
PRINCIPAL IV
RIZAL COMPREHENSIVE NHS
School:
FLORENDO
M. LUCAS JR.
Teacher:
Teaching Dates and August 5-9, 2019
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
II. CONTENT
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: First
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead to his/her past, embrace
Filipino culture and identity through various reading styles, creative writing compositions, oral language fluency activities, viewing and
listening texts and observing correct subject-verb agreement in order to appreciate oneself.
The learner creatively tells a story using modern technology.
EN7OL-I-i-1.14.5
1. Identify juncture.
2. Read sentences with the
correct juncture.
EN7G-!-e-11
1. Observe subject-verb
agreement.
Construct sentence
observing/using subjectverb agreement.
EN7G-!-e-11
1. Observe subject-verb
agreement.
Construct sentence
observing/using subjectverb agreement.
1. Read and analyse the
questions.
2. Answer the questions
correctly.
1. Read
and
analyse
the
questions
.
2. Answer
the
questions
correctly.
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.
Juncture
Language Connection-
Language Connection
First Periodic
Examinations
Subject-verb Agreement
Subject-verb Agreement
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
97.108-109
137
97, 109-110
138-139
97, 109-110
138-139
Test paper
Test
paper
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about juncture.
Recap the previous lesson.
Recap the previous lesson.
Ask them about periodic
examinations.
Ask them
about
periodic
examinati
ons.
B. Establishing a Purpose for the
Lesson
Tell the enabling
objectives.
Why do we need to know
about juncture?
Present the new lesson.
Tell the enabling objectives.
Why do we need to know
the rules in Subject-verb
agreement?
Present the new lesson.
Tell the enabling
objectives.
Why do we need to know
the values of our elders?
Present the new lesson.
Tell the enabling objectives.
Tell the
enabling
objectives.
Present three different
juncture.
Present sample sentences.
Present the different task.
Give directions and
instructions
Give
directions
and
instruction
s
Brainstorm the different
type of juncture.
Brainstorm the samples in
Subject-verb.
Brainstorm the samples in
Subject-verb.
Test proper.
Test
proper.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them practice the
different bars of juncture.
Let them give sentences
using or observing correct
Subject-verb.
Let them give sentences
using or observing correct
Subject-verb.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
juncture
When do we usually
observe Subject-verb
agreement?
When do we usually
observe Subject-verb
agreement?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Give them passage and let
them put the correct bars for
juncture. ½ sheet of paper.
Construct sentences
observing correct Subjectverb agreement. ½ sheet of
paper
Construct sentences
observing correct Subjectverb agreement. ½ sheet of
paper
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Z. REMARKS
Grade 7- Dove is ICL
Collect the test paper.
Collect the
test paper.
Check their test paper.
Collect their answer sheet
for recording.
Check
their test
paper.
Collect
their
answer
sheet for
recording.
X.
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
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and
Time: August 5-9, 2019
Grade Level: 8
Learning Area: English
Quarter:
1:00-2:00, 2:00-3:00
I. OBJECTIVES
MONDAY
First
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human being contend with; various
reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related and delivered orally, and parallel structures and cohesive in presenting information.
B. Performance Standards:
The learner transfers learning by composing and delivering an informative speech based on a topic of interest keeping in mind the
proper and effective structures and cohesive devices features, stance and behaviour.
EN8-Ih-7.1
EN8G-Ih-7
EN8G-Ih-7
1. Read and analyse the
1. Read
1. Pick out sensory images
1. identify irony.
1. identify irony.
questions.
and
2. Explain the sensory
2. Give different irony.
2. Give different irony.
2. Answer the questions
analyse
images.
correctly.
the
questions.
2. Answer
the
questions
correctly.
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
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.
Analects-
Sensory Images
Irony
Irony
First periodic Examinations
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
110
111
111
Test paper
Test
paper
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
sensory images
Recap the previous lesson
Recap the previous lesson
Ask them about periodic
examinations.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Ask them if they know
Analects.
Tell the LC.
Ask them if they know
Analects.
Tell the LC.
Ask them if they know
Analects.
Tell the enabling objectives.
C. Presenting Examples/Instances of
the Lesson
Present the table on
sensory images.
Present the different
samples of irony.
Present the different
samples of irony.
Give directions and
instructions
Give
directions
and
instruction
s
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm on the
table on sensory images.
Let them fill out the table.
By group.
Brainstorm the different
types of irony.
Brainstorm the different
types of irony.
Test proper
Test
proper
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them give their own
ideas on their output before
presenting to the class.
Let them identify the
sentence if contains irony.
Let them identify the
sentence if contains irony.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply sensory
images in our life?
When do we usually use
irony
When do we usually use
irony
E. Discussing New Concepts and
Practicing New Skills #2
Ask them
about
periodic
examinati
ons.
Tell the
enabling
objectives.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Collect test paper.
Collect
test paper.
I. Evaluating Learning
Let them present their
output to the class.
Let other groups ask
questions from the
presented output
Let them construct 3 irony.
½ sheet of paper
Let them construct 3 irony.
½ sheet of paper
Check their paper.
Collect their
checked/corrected answer
sheet.
Check
their
paper.
Collect
their
checked/c
orrected
answer
sheet.
Grade 8-Star is ICL.
Grade 8-
J. Additional Activities for
Application or Remediation
Z. REMARKS
`
Moon is ICl
```````````
X.
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
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.
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 12-16, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates understanding of how Philippine literature during the period of apprenticeship and other text types through
employing various listening and reading strategies; locating library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means of building a positive and healthy relationship.
The learner creatively presents a summary of formal essay/informative article about building relationship.
EN7lt-II-a-4
1. Unlock difficulties.
2. Read intensively
EN7lt-II-a-4
1. Unlock difficulties.
2. Read intensively
EN7lt-II-a-4
1. Unlock difficulties.
2. Read intensively
EN7lt-II-a-4
1. Identify the different types
of conflict in the story.
2.Picl out and resolve
conflict in the story
EN7V-II-a10.1
1.
Distinguis
h between
literal and
figurative
language.
2. Tell
whether
the
statement
is literal or
figurative.
II. CONTENT
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.
The Centipede-Rony V. Diaz The Centipede-Ronu V. Diaz The Centipede-Rony V. Diaz
And Figurative
The Centipede: Conflict
Literal
Language
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) portal
B. Other Learning Resources
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.
147,150-151
147,150-151
147,150-151
147, 151-152
159-165
159-165
159-165
159-166
147,153154
166-168
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask the class about
centipede.
Ask the class about
centipede.
Ask the class about
centipede.
Recap the story The
Centipede
Ask them
about
literal and
figurative
language.
B. Establishing a Purpose for the
Lesson
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the
enabling
objectives.
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Present
the new
lesson.
Present the different task.
Present
the
different
task.
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm the
epic by answering the
questions on page 159. By
group.
Let them brainstorm the
epic by answering the
questions on page 159. By
group.
Let them brainstorm the
epic by answering the
questions on page 159. By
group.
Let them do the different task
by group.
Let them
brainstorm
about
literal and
figurative
language.
Give them
task to do
by group.
Let them
analyse
first their
answer
before
presenting
to the
class.
When do
we usually
apply or
observe
literal and
figurative
language?
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them discuss their
answer within the group
before presenting to the
class.
Let them discuss their
answer within the group
before presenting to the
class.
Let them discuss their
answer within the group
before presenting to the
class.
Let them analyse their
output before presenting to
the class.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually
observe this kind of story?
When do we usually
observe this kind of story?
When do we usually
observe this kind of story?
When do we usually
experience conflict?
What kind of conflict is that?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
Let them present their own
output.
Let other groups ask
questions from the Reporter
Let them present their own
output.
Let other groups ask
questions from the Reporter
Let them present their own
output.
Let other groups ask
questions from the Reporter
Let them present their own
output by group.
Let them
present
their own
output by
group.
J. Additional Activities for
Application or Remediation
HOLIDAY
Intramular
AA. REMARKS
XI.
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
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
School
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 12-16, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
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.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective
paragraphs, appropriated grammatical signals or expressions in topic development, and appropriate prosodic features, stance and
behaviour.
EN8RC-IIa-2.22
EN8RC-IIa-2.22
EN8RC-IIa-2.18
EN8G-IIb-9
EN8G-IIb1. Unlock difficulties
1. Unlock difficulties
1. Know the elements of a
1. Know literal and
9
2. Read intensively.
2. Read intensively.
short story.
figurative language.
1. Know
2. Make simple story using
2. Identify Literal and
literal and
the elements of a short
figurative.
figurative
story.
3. Construct literal and
language.
figurative language.
2. Identify
Literal and
figurative.
3.
Construct
literal and
figurative
language.
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.
The Happy Mirror- A
Identifying Literal and
Japanese Folktale
Figurative Language
The Happy Mirror- A
The Happy Mirror- Elements
Identifying Literal and
Japanese Folktale
Of Short Story
Figurative Language
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
121-125
121-125
121-127
128-129
128-129
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know any
Japanese story.
Ask them if they know any
Japanese story.
Recap the previous lesson.
Recap the previous lesson
B. Establishing a Purpose for the
Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Tell the LC.
Ask them if they know
about literal and figurative
language.
C. Presenting Examples/Instances of
the Lesson
Unlock difficulties.
Present the new lesson.
Let them read the story.
Unlock difficulties.
Present the new lesson.
Let them read the story.
Present the new lesson.
Present the new task.
Present the new lesson.
Present samples of literal
and figurative language.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm the message by
answering the questions on
Activity 1: Comprehension
and Reading skills. By
group.
Brainstorm the message by
answering the questions on
Activity 1: Comprehension
and Reading skills. By
group.
Brainstorm the elements of
a short story.
Let them make the story of
Happy Mirror using the
elements of the story on
Activity 2. By group.
Let them brainstorm about
literal and figurative
language.
Recap the
previous
lesson
Tell the
LC.
Ask them
if they
know
about
literal and
figurative
language.
Present
the new
lesson.
Present
samples
of literal
and
figurative
language.
Let them
brainstorm
about
literal and
figurative
language.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them analyze their
answer first before
presenting to the class.
Let them analyze their
answer first before
presenting to the class.
Let them have a final look
before presenting to the
class.
Let them give their own
examples of literal and
figurative language.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually hear
this kind of story?
When do we usually hear
this kind of story?
When do we usually use
elements of a short story?
When do we apply literal
and figurative language?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
Let them present their
output to the class. Ask
other groups to ask
questions from their
presentation.
Let them present their
output to the class. Ask
other groups to ask
questions from their
presentation.
Let them present their group
output to the class.
Let them construct 2 literal
and 2 figurative sentence.
Let them
construct
2 literal
and 2
figurative
sentence.
J. Additional Activities for
Application or Remediation
AA.
REMARKS
Let them
give their
own
examples
of literal
and
figurative
language.
When do
we apply
literal and
figurative
language?
`
HOLIDAY
8- Moon is ICl
Grade 8-Star is ICL.
Grade
School
Intramular
```````````
XI.
REFLECTION
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 19-23, 2019
Time: 7:30-8:30, 9:30-10:30
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
Grade Level: 7
Learning Area: English
Quarter: Second
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
II. CONTENT
MONDAY
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates understanding of how Philippine literature during the period of apprenticeship and other text types through
employing various listening and reading strategies; locating library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means of building a positive and healthy relationship.
The learner creatively presents a summary of formal essay/informative article about building relationship.
EN7lt-II-a-4
1. Identify the different types
of conflict in the story.
2.Picl out and resolve
conflict in the story
EN7V-II-a-10.1
1. Distinguish between
literal and figurative
language.
2. Tell whether the
statement is literal or
figurative.
EN7V-II-a-10.1
1. Distinguish between
literal and figurative
language.
2. Tell whether the
statement is literal or
figurative.
EN7G-IIa-1
1. Identify
different
phrases.
2. Use
different
phrases in
a
sentence.
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.
The Centipede: Conflict
III. LEARNING RESOURCES
TUESDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Literal And Figurative
Language
Literal and Figurative
Language
Phrases
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.
147, 151-152
147,153-154
147,153-154
159-166
166-168
166-168
147,15455
169-170
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Recap the story The
Centipede
Ask them about literal and
figurative language.
Ask them about literal and
figurative language.
Ask them
about
different
phrases.
B. Establishing a Purpose for the
Lesson
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the enabling objectives.
Tell the
enabling
objectives.
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present the different task.
Present the different task.
Present the different task.
Present
the new
lesson.
Present
samples
of different
phrases..
D. Discussing New Concepts and
Practicing New Skills #1
Let them do the different
task by group.
Let them brainstorm about
literal and figurative
language.
Give them task to do by
group.
Let them brainstorm about
literal and figurative
language.
Give them task to do by
group.
Let them
brainstorm
about the
different
phrases.
Let the
identify
the
sentences
whether
noun
phrase or
verb
phrase.By
group.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them analyse their
output before presenting to
Let them analyse first their
answer before presenting to
Let them analyse first their
answer before presenting to
Let them
analyse
the class.
the class.
the class.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually
experience conflict?
What kind of conflict is that?
When do we usually apply
or observe literal and
figurative language?
When do we usually apply
or observe literal and
figurative language?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their own
output by group.
Let them present their own
output by group.
Lead them to form
generalization.
first their
answer
before
presenting
to the
class.
When do
we usually
use noun
and verb
phrase?
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
Let them present their own
output by group.
Let them
present
their own
output by
group.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
BB. REMARKS
XII.
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
Grade 7- Dove is ICL
Holiday
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.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 19-23, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
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, appropriated grammatical signals or expressions in topic development, and appropriate prosodic features, stance and
behaviour.
EN8RC-IIa-2.18
EN8G-IIb-9
EN8G-IIb-9
EN8LT-
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
1. Know the elements of a
short story.
2. Make simple story using
the elements of a short
story.
1. Know literal and
figurative language.
2. Identify Literal and
figurative.
3. Construct literal and
figurative language.
1. Know literal and
figurative language.
2. Identify Literal and
figurative.
3. Construct literal and
figurative language.
IIb-9.1
1. Unlock
difficulties.
2. Read
intensively
.
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.
The Happy Mirror- Elements Identifying Literal and
Tiger’s WhiskersOf Short Story
Figurative Language
By: Yao-wen Li
Identifying Literal and
The
Figurative Language
Korean
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
121-127
128-129
128-129
141-145
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know any
Japanese story.
Ask them if they know any
Japanese story.
Recap the previous lesson
B. Establishing a Purpose for the
Lesson
Tell the LC.
Tell the LC.
Ask them if they know
about literal and figurative
language.
Tell the LC.
Ask them if they know
about literal and figurative
language.
Ask them
if they
something
about
Korean
Story.
Tell the
LC.
Ask them
if they
know any
Korean
story.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new task.
Present the new lesson.
Present samples of literal
and figurative language.
Present the new lesson.
Present samples of literal
and figurative language.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm the elements of
a short story.
Let them make the story of
Happy Mirror using the
elements of the story on
Activity 2. By group.
Let them brainstorm about
literal and figurative
language.
Let them brainstorm about
literal and figurative
language.
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them have a final look
before presenting to the
class.
Let them give their own
examples of literal and
figurative language.
Let them give their own
examples of literal and
figurative language.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
elements of a short story?
When do we apply literal
and figurative language?
When do we apply literal
and figurative language?
Present
the new
lesson.
Unlock
difficulties.
Let them
read the
story.
Let them
brainstorm
on the
story by
answering
the
questions
on activity
1. By
group.
E. Discussing New Concepts and
Practicing New Skills #2
Let them
finalize
their
answer
before
presenting
to the
class.
Is this kind
of story
applicable
to our
Philippine
stories?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
Let them present their group
output to the class.
Let them construct 2 literal
and 2 figurative sentence.
Let them construct 2 literal
and 2 figurative sentence.
Let them
present
their own
output to
the class.
J. Additional Activities for
Application or Remediation
`
Holiday
BB.
REMARKS
Grade 8-Star is ICL.
Grade 8-
Moon is ICl
```````````
XII.
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 used/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.
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
II. CONTENT
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 26-30, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates understanding of how Philippine literature during the period of apprenticeship and other text types through
employing various listening and reading strategies; locating library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means of building a positive and healthy relationship.
The learner creatively presents a summary of formal essay/informative article about building relationship.
EN7G-II-a-1
1. Identify different
phrases.
2. Use different phrases in
a sentence.
EN7G-II-a-1
1. Identify different
phrases.
2. Use different phrases in
a sentence.
EN7G-II-a-1
1. Identify different
phrases.
2. Use different phrases in
a sentence.
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.
Phrases
III. LEARNING RESOURCES
APPROVED BY:
MICHAEL T.
Phrases
Phrases
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.
147,154-55
147,154-55
147,154-55
169-170
169-170
169-170
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about different
phrases.
Ask them about different
phrases.
Ask them about different
phrases.
B. Establishing a Purpose for the
Lesson
Tell the enabling objectives.
Tell the enabling
objectives.
Tell the enabling objectives.
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present samples of different
phrases..
Present samples of
different phrases..
Present the different task.
Let them brainstorm about
the different phrases.
Let the identify the
sentences whether noun
phrase or verb phrase.By
group.
Let them brainstorm about
the different phrases.
Let the identify the
sentences whether noun
phrase or verb phrase.By
group.
Let them brainstorm about
the different phrases.
Let the identify the
sentences whether noun
phrase or verb phrase.By
group.
Let them analyse first their
answer before presenting to
the class.
Let them analyse first their
answer before presenting to
the class.
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them analyse first their
answer before presenting to
the class.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
noun and verb phrase?
When do we usually use
noun and verb phrase?
When do we usually use
noun and verb phrase?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their own
output by group.
Let them present their own
output by group.
Let them present their own
output by group.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
Holiday
CC. REMARKS
XIII.
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
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.
.
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and August 26-30, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
A. Content Standards
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, appropriated grammatical signals or expressions in topic development, and appropriate prosodic features, stance and
behaviour.
EN8G-IIb-9
EN8G-IIb-9
EN8G-IIb-9
EN8LT1. Know literal and
1. Know literal and
1. Know literal and
IIb-9.1
figurative language.
figurative language.
figurative language.
1. Unlock
2. Identify Literal and
2. Identify Literal and
2. Identify Literal and
difficulties.
figurative.
figurative.
figurative.
2. Read
3. Construct literal and
3. Construct literal and
3. Construct literal and
intensively
figurative language.
figurative language.
figurative language.
.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Identifying Literal and
Identifying Literal and
Identifying Literal and
The
Tiger’s WhiskersFigurative Language
Figurative Language
Korean
By: Yao-wen Li
III. LEARNING RESOURCES
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.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
128-129
128-129
128-129
141-145
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know any
Japanese story.
Ask them if they know any
Japanese story.
Recap the previous lesson
B. Establishing a Purpose for the
Lesson
Tell the LC.
Ask them if they know
about literal and figurative
language.
Tell the LC.
Ask them if they know
about literal and figurative
language.
Tell the LC.
Ask them if they know
about literal and figurative
language.
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present samples of literal
and figurative language.
Present the new lesson.
Present samples of literal
and figurative language.
Present the new lesson.
Present samples of literal
and figurative language.
Ask them
if they
something
about
Korean
Story.
Tell the
LC.
Ask them
if they
know any
Korean
story.
Present
the new
lesson.
Unlock
difficulties.
Let them
read the
story.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm about
literal and figurative
language.
Let them brainstorm about
literal and figurative
language.
Let them brainstorm about
literal and figurative
language.
Let them
brainstorm
on the
story by
answering
the
questions
on activity
1. By
group.
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them give their own
examples of literal and
figurative language.
Let them give their own
examples of literal and
figurative language.
Let them give their own
examples of literal and
figurative language.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply literal
and figurative language?
When do we apply literal
and figurative language?
When do we apply literal
and figurative language?
Let them
finalize
their
answer
before
presenting
to the
class.
Is this kind
of story
applicable
to our
Philippine
stories?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Let them construct 2 literal
and 2 figurative sentence.
Lead them to form
generalization.
Lead them
to form
generaliza
tion.
I. Evaluating Learning
Let them construct 2 literal
Let them construct 2 literal
Let them construct 2 literal
Let them
E. Discussing New Concepts and
Practicing New Skills #2
and 2 figurative sentence.
J. Additional Activities for
Application or Remediation
and 2 figurative sentence.
present
their own
output to
the class.
`
Holiday
CC. REMARKS
and 2 figurative sentence.
Grade 8-Star is ICL.
Grade 8-
Moon is ICl
```````````
XIII.
REFLECTION
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.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and September 2-6, 2019
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
II. CONTENT
MONDAY
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
WEDNESDAY
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
The learner demonstrates understanding of how Philippine literature during the period of apprenticeship and other text types through
employing various listening and reading strategies; locating library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means of building a positive and healthy relationship.
The learner creatively presents a summary of formal essay/informative article about building relationship.
EN7G-II-a-1
1. Identify different
phrases.
2. Use different phrases in
a sentence.
EN7G-II-a-1
1. Identify different
phrases.
2. Use different phrases in
a sentence.
EN7G-II-a-1
1. Identify different
phrases.
2. Use different phrases in
a sentence.
EN7Ic-II-b-3.3
1.Unlock difficulties.
2. Read intensively and
answer the questions.
EN7VC-IIc-1.2
1. Identify
simile and
metaphor.
2. Use
smile and
metaphor
in a
sentence.
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.
Phrases
III. LEARNING RESOURCES
TUESDAY
Grade Level: 7
Learning Area: English
Phrases
Phrases
Gifts for the City-Shirley
Mary de Leon
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.
147,154-55
147,154-55
147,154-55
164,166-167
169-170
169-170
169-170
185-186
164, 169170
187-188
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about different
phrases that they know.
Ask them about different
phrases.
Ask them about different
phrases.
Recap the previous lesson.
Recap the poem G
City.
B. Establishing a Purpose for the
Lesson
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the enabling o
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present the new le
Present samples of
different phrases..
Present samples of different
phrases..
Present samples of
different phrases..
Unlock difficulties.
Present samples o
and metaphor.
Let them read the poem.
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm about
the different phrases.
Let the identify the
sentences whether noun
phrase or verb phrase.By
group.
Let them brainstorm about
the different phrases.
Let the identify the
sentences whether noun
phrase or verb phrase.By
group.
Let them brainstorm about
the different phrases.
Let the identify the
sentences whether noun
phrase or verb phrase.By
group.
Let them analyse first their
answer before presenting to
Let them analyse first their
answer before presenting to
Group them into 4. Let them
answer the process
questions below the poem.
Let them brainstor
samples of simile
metaphor.
Let them construc
sentences using s
metaphor. By grou
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them analyse first their
answer before presenting to
Let them analyse first their
answer before presenting to
Let them discuss t
meaning first befo
the class.
the class.
the class.
the class.
presenting to the c
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
noun and verb phrase?
When do we usually use
noun and verb phrase?
When do we usually use
noun and verb phrase?
If you were the author what
gift do you want to give to
the city?
When do we usua
simile and metaph
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their own
output by group.
Let them present their own
output by group.
Let them present their own
output by group.
Let them present their own
output by group.
Let them present t
output.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
DD.
XIV.
REMARKS
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and September 2-6, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sens
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative
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 paragraph
appropriated grammatical signals or expressions in topic development, and appropriate prosodic features, stance and behaviour.
EN8G-IIb-9
EN8LT-IIb-9.1
EN8LT-IIb-9.1
EN8WC-IIc-2.8
EN8WC-IIc-2.8
1. Know literal and
1. Unlock difficulties.
1. Unlock difficulties.
1. Know the character.
1. Know the chara
figurative language.
2. Read intensively.
2. Read intensively.
2. Characterize the main
2. Characterize the
2. Identify Literal and
character.
character.
figurative.
3. Construct literal and
figurative language.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Identifying Literal and
Figurative Language
The Tiger’s WhiskersBy: Yao-wen Li
The Tiger’s WhiskersBy: Yao-wen Li
Literary Skills- Characterization
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
128-129
141-145
141-145
146-147
146-147
Ask them about literal and
figurative language.
Tell the LC.
Ask them if they know
about literal and figurative
language.
Present the new lesson.
Present samples of literal
and figurative language.
Ask them if they something
about Korean Story.
Tell the LC.
Ask them if they know any
Korean story.
Ask them if they something
about Korean Story.
Tell the LC.
Ask them if they know any
Korean story.
Recap the Korean folktale.
Recap the Korean
Tell the LC.
Ask them the main
character of the folktale.
Tell the LC.
Ask them the main
character of the fo
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new task to be
done.
Present the diagram.
Present the new ta
done.
Present the diagra
Let them brainstorm about
literal and figurative
language.
Let them brainstorm on the
story by answering the
questions on activity 1. By
group.
Let them brainstorm on the
story by answering the
questions on activity 1. By
group.
Let them brainstorm of the
diagram.
Let them fill out the diagram
by group.
Let them brainstor
diagram.
Let them fill out the
by group.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them give their own
examples of literal and
figurative language.
Let them finalize their
answer before presenting to
the class.
Let them finalize their
answer before presenting to
the class.
Let them analyze first their
output before presenting to
the class.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply literal
and figurative language?
Is this kind of story
applicable to our Philippine
stories?
Is this kind of story
applicable to our Philippine
stories?
Is the character of Yun Ok
a character also of a
Filipino? Why or why not?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct 2 literal
and 2 figurative sentence.
Let them present their own
output to the class.
Let them present their own
output to the class.
Let them present their own
output to the class.
Let them present t
output to the class
Grade 8-Star is ICL.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
DD.
```````````
XIV.
Let them analyze f
output before pres
the class.
`
REMARKS
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.
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and September 9-13, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature during the period of apprenticeship and other text types through employ
various listening and reading strategies; locating library resources; using phrases, clauses, sentences, literal and figurative language and verba
non-verbal cues in oral communication serve as means of building a positive and healthy relationship.
The learner creatively presents a summary of formal essay/informative article about building relationship.
EN7V-II-c.1.2
1. Identify simile and
metaphor.
2. Show comparison using
EN7G-II-b-1
1. Identify preposition and
its object.
2. use preposition with its
EN7G-II-b-1
1. Identify preposition and
its object.
2. use preposition with its
EN7LT-C-4
1. Unlock difficulties.
2. Read intensively to
understand the story.
EN7V-II-c-11
1. Know the story.
2. Narrate the stor
logical sequence.
Write the LC Code for each
simile and metaphor.
object.
object.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Simile and metaphor
Preposition
Preposition
The Stranger
Chronological Seq
( The Stranger)
164,169-170
164, 176-177
164, 176-177
183, 188-189
183, 189-190
187-188
190-191
190-191
202-206
205
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them if they know how
to compare.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous lesson.
Give short background of the
author.
Recap the story ta
yesterday.
B. Establishing a Purpose for the
Lesson
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the enabling
objectives.
Tell the enabling objectives.
Tell the enabling o
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present the new le
Present samples of Simile
and metaphor.
Present samples of
prepositions.
Present samples of
prepositions.
Unlock difficulties.
Present series of
the story.
Let them read the story
silently.
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm about
the sample sentences.
Let them compare simile
Let them brainstorm about
the different samples of
prepositions
Let them brainstorm about
the different samples of
prepositions
Group them into 4 and give
them series of questions to
answer.
Let them arrange t
of events from the
group)
and metaphor.
Let them use in a sentence
any of the prepositions.
Let them use in a sentence
any of the prepositions.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them give their own
sentence on simile and
metaphor.
Let them give sentences
using any prepositions and
let other students ask
question from it.
Let them give sentences
using any prepositions and
let other students ask
question from it.
Let them analyse first their
answer before presenting to
the class.
Final look on the o
before presenting
class.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
simile and metaphor?
When do we usually use
preposition?
When do we usually use
preposition?
When do we usually see
conflict in our lif?
When do we usua
arranging events l
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct their own
sentence on simile and
metaphor.
Let them construct 5
sentences using any
preposition presented.
Let them construct 5
sentences using any
preposition presented.
Let them present their own
output by group.
Let them present t
output.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
EE. REMARKS
XV.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and September 9-13, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, senso
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative
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 paragraph
appropriated grammatical signals or expressions in topic development, and appropriate prosodic features, stance and behaviour.
EN8RC-IIa-2.22
EN8RC-IIb-2.22
EN8WC-IIc
EN8G-IIe-9
EN8G-IIe-9
1. Unlock difficulties.
1. Characterize the main
1. Use appropriate
1. Identify cause-effect
1. Identify cause-e
2. Appreciate literature as
character.
grammatical signal to each
essay.
essay.
an art form inspired and
2. Explain how selection
pattern of idea
2. Construct cause and
2. Construct cause
influenced by nature.
may be influenced by
development: cause and
effect essay.
effect essay.
culture, history, environment effect.
or other factors.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Two Kind- Chinese Story
Characterization Two
Kinds
Litotes
Cause and Effect
Essay
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
156-168
169
170
175-176
175-176
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Ask them about stories of
Chinese.
Tell the LC.
Why do we need to read
about Chinese stories?
Recap the previous lesson.
Recap the past lesson.
Recap the past les
Tell the LC.
Why do we need to know
about litotes?
Tell the LC.
Why do we need to know
the cause and effect essay?
Tell the LC.
Ask them the main
character of the fo
C. Presenting Examples/Instances of
Present the new lesson.
Recap the story “ Two
Kinds”.
Tell the LC.
Why do we need to know
the characteristics of the
characters?
Present the new lesson.
Present the new lesson.
Present the new task to be
Present the new ta
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
the Lesson
Unlock difficulties.
Let them read the story.
Let them present the
characters.
Present sample of litotes.
done.
Present the diagram.
done.
Present the diagra
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm about
the story by answering the
questions found in the story.
Activity 1. By group.
Group them into 4. Let
them characterize the
characters in the story.
Let them brainstorm about
litotes.
Construct litotes and
explain.
Let them read silently the
cause and effect text. Ask
few questions about the
text.
Let them read sile
cause and effect t
few questions abo
text.
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them finalize before
presenting to the class.
Let them finalize their
answer before presenting to
the class.
Let them explain their own
litotes.
Let them make one cause
and effect sentence.
Let them make on
and effect sentenc
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually
observe this kind of story?
Are there similarity of
characters of the Chinese to
the Filipinos? If there are,
what are these.
When do we usually apply
litotes?
When do we usually apply
cause and effect in your
life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the best lesson that
you can get from the story.
¼ sheet of paper.
Let them present their own
output to the class.
Let them present their own
output to the class.
Let them construct simple
essay with cause and
effect. Choose from the
practice exercises.
Let them construct
essay with cause a
Choose from the p
exercises.
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
Grade 8- Moon is
EE. REMARKS
```````````
XV.
REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 14,18, 2019
Time: 7:30-8:30, 9:30-10:30
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
Grade Level: 7
Learning Area: English
Quarter: Seconds
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature during the period of apprenticeship and other text types through employ
various listening and reading strategies; locating library resources; using phrases, clauses, sentences, literal and figurative language and verba
non-verbal cues in oral communication serve as means of building a positive and healthy relationship.
The learner creatively presents a summary of formal essay/informative article about building relationship.
EN7LT-II-g-4
1. Unlock difficulties.
2. Know the conflict in the
story.
3. Solve the conflict.
EN7V-II-e-1
1. Identify oxymoron.
2. Use oxymoron in a
sentence.
EN7V-II-e-1
1. Identify oxymoron.
2. Use oxymoron in a
sentence.
1.
2.
Read and analyse the
Answer the questions
questions.
Correctly.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
The Bread Of Salt
By: NVM Gonzales
Oxymoron
Oxymoron
226-227
227,232-233
227,232-233
242-251
252-253
252-253
Ask them about ideas that
are contradicting.
Ask them about ideas that
are contradicting.
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them if they experience
having crush and how they
express their feeling to
them.
Second Periodic Examinations
B. Establishing a Purpose for the
Lesson
Present the LC.
Present the LC.
Ask them the importance of
contradicting ideas.
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Present the new lesson.
Give instructions
Unlock difficulties.
Present the new tasks.
Distribute the
Present the LC.
Ask them the importance of
contradicting ideas.
and
test
directions.
paper
Let them read the
selection.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm the story by
answering the guide
questions in every part of
the story. Form three
groups and give them
different task.
Brainstorm on the task 7
letter B.
Let them answer the task 7
letter C #1 and 2. By group.
Brainstorm on the task 7
letter B.
Let them answer the task 7
letter C #1 and 2. By group.
Test proper
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Final look on the output
before presenting to the
class.
Final look on their output
before presenting.
Final look on their output
before presenting.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Have you experienced
hardship in telling your true
feeling to other people?
Share your experience.
When do we apply
oxymoron? Give instances.
When do we apply
oxymoron? Give instances.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their group
output.
Let them present their group
output to the class.
Let them present their group
output to the class.
Collecting the test paper
Checking of the test paper.
and answer sheet.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
FF. REMARKS
XVI.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
RIZAL COMPREHENSIVE NHS
School:
FLORENDO
M. LUCAS JR.
Teacher:
Teaching Dates and October 14-18, 2019
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: Second
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sens
verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative
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 paragraph
appropriated grammatical signals or expressions in topic development, and appropriate prosodic features, stance and behaviour.
EN8G-IIe-9
EN8LT-IIF-2.2
EN8LT-IIF-2.2
1. Read and
analyse
questions.
1. Identify cause-effect
1.Unlock difficulties.
1.Unlock difficulties.
2. Answer questions
Correctly.
essay.
2. Read intensively to
2. Read intensively to
2. Construct cause and
answer questions.
answer questions.
effect essay.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Cause and Effect Essay
Rice Pounding Songs
Rice Pounding Songs
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
195-196
204-206
204-206
Second Periodic Examinations
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them about Cause and
effect.
Ask them what they know
anything about Burma.
Ask them what they know
anything about Burma.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Ask them the main
character of the folktale.
Tell the LC.
Ask them about any Folk
Songs of Burma.
Tell the LC.
Ask them about any Folk
Songs of Burma.
C. Presenting Examples/Instances of
the Lesson
Present the new task to be
done.
Present the diagram.
Present the new lesson.
Unlock difficulties.
Let them read the folksong.
Present the new lesson.
Unlock difficulties.
Let them read the folksong.
Give instructions and
Distribute the test
D. Discussing New Concepts and
Practicing New Skills #1
Let them read silently the
cause and effect text. Ask
few questions about the
text.
Let them answer the
questions given in the
folksong of Burma. By
group.
Let them answer the
questions given in Activity
1.Burma. By group.
Test
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them make one cause
and effect sentence.
Let them have a final look
on their output before
presenting it to the class.
Let them have a final look
on their output before
presenting it to the class.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
cause and effect in your
life?
Do we have also rice
pounding song in the
Philippines?
Do we have also rice
pounding song in the
Philippines?
E. Discussing New Concepts and
Practicing New Skills #2
proper.
directions.
paper.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct simple
essay with cause and effect.
Choose from the practice
exercises.
Let them present their own
output to the class.
J. Additional Activities for
Application or Remediation
Lead them to form
generalization.
Collecting test papers and
Checking the test paper.
answer sheet.
Grade 8-Star is ICL.
Grade 8- Moon is
`
FF. REMARKS
```````````
XVI.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
FLORENDO M. LUCAS JR.
TEACHER III
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
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) portal
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-a-13
1. Draw similarities and
differences.
2. Express their ideas,
opinions and feelings.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
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.
Topic: Module 3-Lesson 1
Acknowledging DiversityWorld
An Emerging
Change
An Emerging Change
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
287-289
288, 291
288, 291
299-300
300-301
300-301
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask your seatmate what
are his/her qualities and try
to compare with yourself.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
B. Establishing a Purpose for the
Lesson
Do you oftentimes ask
yourself why you are
different with other people?
What might be some of the
reasons?
Why do we need to know
also some of the changes in
our life?
Why do we need to know
also some of the changes
in our life?
C. Presenting Examples/Instances of
the Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present pictures and let
them analyse.
Present pictures and let
them analyse.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
D. Discussing New Concepts and
Practicing New Skills #1
I’ll group you into four. Fill
out the petals of the
sunflower in your book on
page 300 with your
similarities and differences.
Discuss with your group
your similarities and
differences in your
personality and not about
physical appearance. Let
them present their group
output.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Based from the activity that
you presented,
1. What unique quality of
your classmates do you find
interesting?
2. What qualities
Let then analyse if the ideas
of their classmates are true
or false
Let then analyse if the ideas
of their classmates are true
or false
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
In your one half sheet of
paper, answer these
questions by completing the
passages.
1. I am special
because_____________.
2. My classmates and I are
the same with __________.
3. In some characteristics,
my classmates and I are
different but ____________.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
G. Finding Practical Applications of
Concepts and Skills in Daily Living
J. Additional Activities for
Application or Remediation
GG. REMARKS
XVII. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8LT-III-A 11
EN8LT-III-A 11
EN8LT-IIIA-11
1. Unlock difficulties.
1. Unlock difficulties.
1. Know the plot devices.
2.Identify plot devices.
2.identify plot devices.
2. Write the plot of the story.
3. Apply plot devices.
3. Apply plot devices.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Why Women Wash The Dishes: Plot
Writing Story Through
Plot
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
264-265
264-265
265
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the new lesson.
Unlock difficulties .Present
event organizer as part of
plot devices. Read the
selection.
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the event organizer.
Let them brainstorm about
the event organizer.
Why do we need to know
the proper way/ or English
sound when having
speech?
Tell the LC.
Present the new task.
Let them fill out the event
organizer based from the
story, Why Women Wash
The Dishes. Let them
present their work.
Write the story based from
the event organizer.
Let them brainstorm of the
preparation and delivery
guidelines.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Present the guidelines in
speech delivery.
F. Developing Mastery
(Leads to Formative Assessment 3)
Retell the story using the
event organizer.
Give them 3 minutes to
scrutinize their work.
Let them try to apply what
they know on guidelines of
speech delivery.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is the event organizer
relevant or useful in our
daily life? Give instances.
Is this applicable in our daily
life? How?
Let them apply through
simple speech.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Based from the event
organizer, What is the
theme that you can get from
the story? ½ sheet of paper
What is the general theme
of the story?
Let them speak in front of
the class.
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
GG.
```````````
Grade 8- Moon is
REMARKS
XVII. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-a-13
1. Draw similarities and
EN7RC-III-a-13
1. Identify true or false.
EN7RC-III-a-13
1. Identify true or false.
Competencies/Objectives/
Write the LC Code for each
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) portal
B. Other Learning Resources
differences.
2. Express their ideas,
opinions and feelings.
2. Express opinions and
ideas clearly.
2. Express opinions and
ideas clearly.
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.
Topic: Module 3-Lesson 1
Acknowledging DiversityWorld
An Emerging
Change
An Emerging Change
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
287-289
288, 291
288, 291
299-300
300-301
300-301
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask your seatmate what
are his/her qualities and try
to compare with yourself.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
B. Establishing a Purpose for the
Lesson
Do you oftentimes ask
yourself why you are
different with other people?
What might be some of the
reasons?
Why do we need to know
also some of the changes in
our life?
Why do we need to know
also some of the changes
in our life?
C. Presenting Examples/Instances of
the Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present pictures and let
them analyse.
Present pictures and let
them analyse.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Based from the activity that
you presented,
1. What unique quality of
your classmates do you find
interesting?
2. What qualities
Let then analyse if the ideas
of their classmates are true
or false
Let then analyse if the ideas
of their classmates are true
or false
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
In your one half sheet of
paper, answer these
questions by completing the
passages.
1. I am special
because_____________.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
D. Discussing New Concepts and
Practicing New Skills #1
I’ll group you into four. Fill
out the petals of the
sunflower in your book on
page 300 with your
similarities and differences.
Discuss with your group
your similarities and
differences in your
personality and not about
physical appearance. Let
them present their group
output.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
2. My classmates and I are
the same with __________.
3. In some characteristics,
my classmates and I are
different but ____________.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
HH.
Grade 7- Dove is ICL
REMARKS
XVIII. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8LT-III-A 11
EN8LT-III-A 11
EN8LT-IIIA-11
1. Unlock difficulties.
1. Unlock difficulties.
1. Know the plot devices.
2.Identify plot devices.
2.identify plot devices.
2. Write the plot of the story.
3. Apply plot devices.
3. Apply plot devices.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Why Women Wash The Dishes: Plot
Writing Story Through
Plot
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
264-265
264-265
265
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
Why do we need to know
the proper way/ or English
sound when having
speech?
Tell the LC.
Present the new task.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
our culture? Why do you
say so?
Present the new lesson.
Unlock difficulties .Present
event organizer as part of
plot devices. Read the
selection.
our culture? Why do you
say so?
Present the event organizer.
Let them brainstorm about
the event organizer.
Let them fill out the event
organizer based from the
story, Why Women Wash
The Dishes. Let them
present their work.
Write the story based from
the event organizer.
Let them brainstorm of the
preparation and delivery
guidelines.
F. Developing Mastery
(Leads to Formative Assessment 3)
Retell the story using the
event organizer.
Give them 3 minutes to
scrutinize their work.
Let them try to apply what
they know on guidelines of
speech delivery.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is the event organizer
relevant or useful in our
daily life? Give instances.
Is this applicable in our daily
life? How?
Let them apply through
simple speech.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Based from the event
organizer, What is the
theme that you can get from
the story? ½ sheet of paper
What is the general theme
of the story?
Let them speak in front of
the class.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Present the guidelines in
speech delivery.
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
`
Application or Remediation
Grade 8-Star is ICL.
HH.
```````````
Grade 8- Moon is
REMARKS
XVIII. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
Grade Level: 7
Learning Area: English
Quarter: THIRD
Time: 7:30-8:30, 9:30-10:30
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
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) portal
B. Other Learning Resources
IV. PROCEDURES
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-a-13
1. Draw similarities and
differences.
2. Express their ideas,
opinions and feelings.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
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.
Topic: Module 3-Lesson 1
Acknowledging DiversityWorld
An Emerging
Change
An Emerging Change
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
287-289
288, 291
288, 291
299-300
300-301
300-301
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask your seatmate what
are his/her qualities and try
to compare with yourself.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
B. Establishing a Purpose for the
Lesson
Do you oftentimes ask
yourself why you are
different with other people?
What might be some of the
reasons?
Why do we need to know
also some of the changes in
our life?
Why do we need to know
also some of the changes
in our life?
C. Presenting Examples/Instances of
the Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present pictures and let
them analyse.
Present pictures and let
them analyse.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let then analyse if the ideas
of their classmates are true
or false
Let then analyse if the ideas
of their classmates are true
or false
D. Discussing New Concepts and
Practicing New Skills #1
I’ll group you into four. Fill
out the petals of the
sunflower in your book on
page 300 with your
similarities and differences.
Discuss with your group
your similarities and
differences in your
personality and not about
physical appearance. Let
them present their group
output.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Based from the activity that
you presented,
1. What unique quality of
your classmates do you find
interesting?
2. What qualities
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
In your one half sheet of
paper, answer these
questions by completing the
passages.
1. I am special
because_____________.
2. My classmates and I are
the same with __________.
3. In some characteristics,
my classmates and I are
different but ____________.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
II. REMARKS
XIX.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8LT-III-A 11
EN8LT-III-A 11
EN8LT-IIIA-11
1. Unlock difficulties.
1. Unlock difficulties.
1. Know the plot devices.
2.Identify plot devices.
2.identify plot devices.
2. Write the plot of the story.
3. Apply plot devices.
3. Apply plot devices.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Why Women Wash The Dishes: Plot
Writing Story Through
Plot
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
264-265
264-265
265
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the new lesson.
Unlock difficulties .Present
event organizer as part of
plot devices. Read the
selection.
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the event organizer.
Let them brainstorm about
the event organizer.
Why do we need to know
the proper way/ or English
sound when having
speech?
Tell the LC.
Present the new task.
Let them fill out the event
organizer based from the
story, Why Women Wash
The Dishes. Let them
present their work.
Write the story based from
the event organizer.
Let them brainstorm of the
preparation and delivery
guidelines.
Retell the story using the
event organizer.
Give them 3 minutes to
scrutinize their work.
Let them try to apply what
they know on guidelines of
speech delivery.
Present the guidelines in
speech delivery.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is the event organizer
relevant or useful in our
daily life? Give instances.
Is this applicable in our daily
life? How?
Let them apply through
simple speech.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Based from the event
organizer, What is the
theme that you can get from
the story? ½ sheet of paper
What is the general theme
of the story?
Let them speak in front of
the class.
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
Grade 8- Moon is
II. REMARKS
```````````
XIX.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-a-13
1. Draw similarities and
differences.
2. Express their ideas,
opinions and feelings.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
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.
Topic: Module 3-Lesson 1
Acknowledging DiversityWorld
An Emerging
Change
An Emerging Change
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
1. Teacher’s Guide Pages
287-289
288, 291
288, 291
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
299-300
300-301
300-301
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask your seatmate what
are his/her qualities and try
to compare with yourself.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
B. Establishing a Purpose for the
Lesson
Do you oftentimes ask
yourself why you are
different with other people?
What might be some of the
reasons?
Why do we need to know
also some of the changes in
our life?
Why do we need to know
also some of the changes
in our life?
C. Presenting Examples/Instances of
the Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present pictures and let
them analyse.
Present pictures and let
them analyse.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
D. Discussing New Concepts and
Practicing New Skills #1
I’ll group you into four. Fill
out the petals of the
sunflower in your book on
page 300 with your
similarities and differences.
Discuss with your group
your similarities and
differences in your
personality and not about
physical appearance. Let
them present their group
output.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Based from the activity that
you presented,
1. What unique quality of
your classmates do you find
interesting?
2. What qualities
Let then analyse if the ideas
of their classmates are true
or false
Let then analyse if the ideas
of their classmates are true
or false
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
In your one half sheet of
paper, answer these
questions by completing the
passages.
1. I am special
because_____________.
2. My classmates and I are
the same with __________.
3. In some characteristics,
my classmates and I are
different but ____________.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
G. Finding Practical Applications of
Concepts and Skills in Daily Living
J. Additional Activities for
Application or Remediation
JJ. REMARKS
XX.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8LT-III-A 11
EN8LT-III-A 11
EN8LT-IIIA-11
1. Unlock difficulties.
1. Unlock difficulties.
1. Know the plot devices.
2.Identify plot devices.
2.identify plot devices.
2. Write the plot of the story.
3. Apply plot devices.
3. Apply plot devices.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Why Women Wash The Dishes: Plot
Writing Story Through
Plot
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
264-265
264-265
265
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the new lesson.
Unlock difficulties .Present
event organizer as part of
plot devices. Read the
selection.
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the event organizer.
Let them brainstorm about
the event organizer.
Why do we need to know
the proper way/ or English
sound when having
speech?
Tell the LC.
Present the new task.
Let them fill out the event
organizer based from the
story, Why Women Wash
The Dishes. Let them
present their work.
Write the story based from
the event organizer.
Let them brainstorm of the
preparation and delivery
guidelines.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
Present the guidelines in
speech delivery.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Retell the story using the
event organizer.
Give them 3 minutes to
scrutinize their work.
Let them try to apply what
they know on guidelines of
speech delivery.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is the event organizer
relevant or useful in our
daily life? Give instances.
Is this applicable in our daily
life? How?
Let them apply through
simple speech.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Based from the event
organizer, What is the
theme that you can get from
the story? ½ sheet of paper
What is the general theme
of the story?
Let them speak in front of
the class.
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
Grade 8- Moon is
JJ. REMARKS
```````````
XX.
REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
C. Learning
Competencies/Objectives/
Write the LC Code for each
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) portal
B. Other Learning Resources
EN7RC-III-a-13
1. Draw similarities and
differences.
2. Express their ideas,
opinions and feelings.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
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.
Topic: Module 3-Lesson 1
Acknowledging DiversityWorld
An Emerging
Change
An Emerging Change
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
287-289
288, 291
288, 291
299-300
300-301
300-301
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask your seatmate what
are his/her qualities and try
to compare with yourself.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
B. Establishing a Purpose for the
Lesson
Do you oftentimes ask
yourself why you are
different with other people?
What might be some of the
reasons?
Why do we need to know
also some of the changes in
our life?
Why do we need to know
also some of the changes
in our life?
C. Presenting Examples/Instances of
the Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present pictures and let
them analyse.
Present pictures and let
them analyse.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Based from the activity that
you presented,
1. What unique quality of
your classmates do you find
interesting?
2. What qualities
Let then analyse if the ideas
of their classmates are true
or false
Let then analyse if the ideas
of their classmates are true
or false
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
In your one half sheet of
paper, answer these
questions by completing the
passages.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
D. Discussing New Concepts and
Practicing New Skills #1
I’ll group you into four. Fill
out the petals of the
sunflower in your book on
page 300 with your
similarities and differences.
Discuss with your group
your similarities and
differences in your
personality and not about
physical appearance. Let
them present their group
output.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
1. I am special
because_____________.
2. My classmates and I are
the same with __________.
3. In some characteristics,
my classmates and I are
different but ____________.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
KK.REMARKS
XXI.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
APPROVED BY:
MICHAEL T.
HEAD TEACHER III
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and October 28- Nov. 1, 2019
Time: 1:00-2:00, 2:00-3:00
Grade Level: 8
Learning Area: English
Quarter: THIRD
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8LT-III-A 11
EN8LT-III-A 11
EN8LT-IIIA-11
1. Unlock difficulties.
1. Unlock difficulties.
1. Know the plot devices.
2.Identify plot devices.
2.identify plot devices.
2. Write the plot of the story.
3. Apply plot devices.
3. Apply plot devices.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Why Women Wash The Dishes: Plot
Writing Story Through
Plot
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
264-265
264-265
265
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
Why do we need to know
the proper way/ or English
sound when having
speech?
Tell the LC.
Present the new task.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the new lesson.
Unlock difficulties .Present
event organizer as part of
plot devices. Read the
selection.
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the event organizer.
Let them brainstorm about
the event organizer.
Let them fill out the event
organizer based from the
story, Why Women Wash
The Dishes. Let them
present their work.
Write the story based from
the event organizer.
Let them brainstorm of the
preparation and delivery
guidelines.
F. Developing Mastery
(Leads to Formative Assessment 3)
Retell the story using the
event organizer.
Give them 3 minutes to
scrutinize their work.
Let them try to apply what
they know on guidelines of
speech delivery.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is the event organizer
relevant or useful in our
daily life? Give instances.
Is this applicable in our daily
life? How?
Let them apply through
simple speech.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Based from the event
organizer, What is the
theme that you can get from
What is the general theme
of the story?
Let them speak in front of
the class.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Present the guidelines in
speech delivery.
E. Discussing New Concepts and
Practicing New Skills #2
the story? ½ sheet of paper
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
KK.
```````````
XXI.
Grade 8- Moon is
REMARKS
REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
School:
RIZAL COMPREHENSIVE NHS
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
Grade Level: 7
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 4-8 2019
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
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) portal
B. Other Learning Resources
IV. PROCEDURES
MONDAY
TUESDAY
WEDNESDAY
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-a-13
1. Draw similarities and
differences.
2. Express their ideas,
opinions and feelings.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
EN7RC-III-a-13
1. Identify true or false.
2. Express opinions and
ideas clearly.
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.
Topic: Module 3-Lesson 1
Acknowledging DiversityWorld
An Emerging
Change
An Emerging Change
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
287-289
288, 291
288, 291
299-300
300-301
300-301
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask your seatmate what
are his/her qualities and try
to compare with yourself.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
B. Establishing a Purpose for the
Lesson
Do you oftentimes ask
yourself why you are
different with other people?
What might be some of the
reasons?
Why do we need to know
also some of the changes in
our life?
Why do we need to know
also some of the changes
in our life?
C. Presenting Examples/Instances of
the Lesson
Tell the LC.
Tell the LC.
Tell the LC.
Present the new lesson.
Present the new lesson.
Present the new lesson.
Present pictures and let
them analyse.
Present pictures and let
them analyse.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let them pick out one
picture and let them give
their explanation. Lead
them to analyse if it is
true/fact or false/bluff.
Let then analyse if the ideas
of their classmates are true
or false
Let then analyse if the ideas
of their classmates are true
or false
D. Discussing New Concepts and
Practicing New Skills #1
I’ll group you into four. Fill
out the petals of the
sunflower in your book on
page 300 with your
similarities and differences.
Discuss with your group
your similarities and
differences in your
personality and not about
physical appearance. Let
them present their group
output.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Based from the activity that
you presented,
1. What unique quality of
your classmates do you find
interesting?
2. What qualities
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
In your one half sheet of
paper, answer these
questions by completing the
passages.
1. I am special
because_____________.
2. My classmates and I are
the same with __________.
3. In some characteristics,
my classmates and I are
different but ____________.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Answer task 2. FACT or
BLUFF.
Give them the directions
before answering.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
LL. REMARKS
XXII. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
SCHOOL PRINCIPAL II
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 4-8, 2019
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8LT-III-A 11
EN8LT-IIIA-11
1. Unlock difficulties.
1. Know the plot devices.
2.identify plot devices.
2. Write the plot of the story.
3. Apply plot devices.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Why Women Wash The
Dishes: Plot
Writing Story Through
Plot
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
264-265
265
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
Did you ask yourself why
women usually do the
washing of dishes and not
the men?
Tell the LC.
Why do we need to know
the reason why women
wash dishes? Is it a part of
our culture? Why do you
say so?
Present the event organizer.
Let them brainstorm about
the event organizer.
Why do we need to know
the proper way/ or English
sound when having
speech?
Tell the LC.
Present the new task.
Write the story based from
the event organizer.
Let them brainstorm of the
preparation and delivery
guidelines.
Give them 3 minutes to
scrutinize their work.
Let them try to apply what
they know on guidelines of
speech delivery.
Present the guidelines in
speech delivery.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is the event organizer
relevant or useful in our
daily life? Give instances.
Let them apply through
simple speech.
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the general theme
of the story?
Let them speak in front of
the class.
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
Grade 8- Moon is
LL. REMARKS
```````````
XXII. 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?
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 10-15 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7G-III-d-1
1. Identify simple past form
of the verb.
2. Construct sentences
using past form of the verb.
EN7G-III-d-1
1. Identify the use of past
form of the verb.
2. Use the past form of the
verb in a sentence.
EN7G-III-d-1
1. Identify the use of past
form of the verb.
2. Use the past form of the
verb in a sentence.
EN7LT-III-a-5
1. Unlock difficulties.
2. Read intensively to
answer the questions.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Simple Past Form of
The Verb
Uses of Past Form of the verb
Topic: 3-in-1
by: Sheryl Santos Gatlabayan
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
288, 300-301
288,300-301
288,300-301
288, 303-304
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
309-311
311-312
311-312
312-313
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them if how they tell
story that is happened
already in the past.
Recap the previous lesson.
Present the new lesson
Recap the previous lesson.
Present the new lesson
Recap the past lesson.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Tell the LC.
Why do we need to know
the uses of past form of the
verb?
Tell the LC.
Why do we need to know
the uses of past form of the
verb?
Why do we need to deal with
diversity?
Present the Language
Connection. Present the
sentences in past form of
the verb.
Present the new task.
Present the new task.
Present the new lesson.
Unlock difficulties.
Present samples of the
uses of past form of the
verb.
Present samples of the
uses of past form of the
verb.
Let them read the selection.
Let them analyse the
sentence. What tense of
the verb is being used?
Brainstorm the This is to
Know- Simple Past Form of
the verb.
Lead them to brainstorm the
uses of past form of the
verb.
Lead them to brainstorm
the uses of past form of the
verb.
Brainstorm the selection.
Give every group different
task.
What tense of the verb is
used when we tell story
happened in the past?
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them answer the task
11.B. Give the past form of
the verb in the parentheses.
Let them answer 11.D
Let them answer 11.D
Let them scan again the
selection for clarification.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
past form of the verb?
When do we apply the uses
of past form of the verb?
When do we apply the uses
of past form of the verb?
When do we experience
diversity our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct 5
sentences using past form
of the verb in ½ sheet of
paper.
Let them construct
sentences using the
different uses of past form
of the verb.
Let them construct
sentences using the
different uses of past form
of the verb.
Let them present their group
output to the class.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
MM.
REMARKS
XXIII. 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.
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
APPROVED BY:
MICHAEL T.
SECONDARY
SCHOOL PRINCIPAL II
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 10-15, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8RC-IIId-12
EN8RC- III- 12
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
C. Learning
Competencies/Objectives:
2. Read intensively to
answer questions.
2. Read intensively to
answer questions.
2. Read intensively to
answer questions.
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
Topic; Surah 23: The Believer Topic: Responding to
Reading
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
284-285
285-286
287
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
something about Q’uran.
Recap the past lesson.
Recap the past lesson.
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Tell the LC
Why do we need to know
people who believe in God
How about you? Do you
believe to God?
Tell the LC.
Why do we need to respond
to any selection that we are
going to read?
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present the new task
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
Brainstorm by answering
the questions found in the
selection.
Let them do activity 1. By
group.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
When do we test, that you
are really a believer.
When do we usually
respond to reading?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
Why do we need to believe
in God at all times? ½
sheet of paper.
Let them present their group
work.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
J. Additional Activities for
Application or Remediation
`
Grade 8-Star is ICL.
MM.
```````````
REMARKS
Grade 8- Moon is
XXIII. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
NOTED BY:
ALEXANDER M. PASCUAL
BORROMEO, LlB, PhD.
HEAD TEACHER III
PRINCIPAL II
APPROVED BY:
MICHAEL T.
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 18-22, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
The learner participates in a simple debate about asserting identity society.
EN7LT-III-a-5
1. Unlock difficulties.
2. Read intensively to
answer the questions.
EN7LC-III-b-6.2
1.Listen to complete the
table.
2. Fill out the table.
EN7LC-III-b-6.2
1.Listen to complete the
table.
2. Fill out the table.
EN7V-III-b-13.11
1. Unlock difficulties.
2. Read intensively to
answer questions.
EN7V-III-b-13.11
1. Read intensivel
answer questions.
2. Answer/ expres
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Topic: 3-in-1
Where’s the Patis?
by:Sheryl Santos Gatlabayan
Where’s the Patis?
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
288, 303-304
312-313
310, 316-317
321-325
310, 316-317
321-325
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Recap the past lesson.
Activate their schema
through the word “patis”.
Activate their schema
through the word “patis”.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to deal
with diversity?
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Tell the LC.
Why do we need to know
that patis is th most popular
sauce by Filipinos?
Present the new lesson.
Tell the LC.
Why do we need to know
that patis is th most popular
sauce by Filipinos?
Present the new lesson.
Unlock difficulties.
Unlock difficulties.
Let them read the
D. Discussing New Concepts and
Practicing New Skills #1
selection.
Let them read the story.
Let them read the story.
Brainstorm the selection.
Give every group different
task.
Let them stop in a part
where there is question and
let them answer.
Let them stop in a part
where there is question
and let them answer.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them scan again the
selection for clarification.
Let them share their answer
to the class for any
clarification.
Let them share their answer
to the class for any
clarification.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we experience
diversity our life?
Are you using also patis in
your food condiment?
Are you using also patis in
your food condiment?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their group
output to the class.
Is patis an identity of a
Filipino when it comes to
sauce? Why? !/2 sheet of
paper.
Is patis an identity of a
Filipino when it comes to
sauce? Why? !/2 sheet of
paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
NN.REMARKS
Lead them to form
generalization.
XXIV. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
Noted by:
ALEXANDER M. PASCUAL
TOMINES, Ed. D.
HEAD TEACHER III
APPROVED BY:
HERMINIO C.
SECONDARY
SCHOOL PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 18-22, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8RC-IIId-12
EN8RC- III- 12
EN8-IIIe-3.6
EN8-IIIe-3.6
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
1.identify appropriate
1.identify appropri
2. Read intensively to
2. Read intensively to
2. Read intensively to
modifiers.
modifiers.
answer questions.
answer questions.
answer questions.
2. use appropriate
2. use appropriate
modifiers.
modifiers.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
Topic; Surah 23: The Believer Topic: Responding to
Reading
Topic: Using Appropriate Modifiers
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
284-285
285-286
287
294-296
294-296
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
something about Q’uran.
Recap the past lesson.
Recap the past lesson.
Ask them about modifiers
that they know.
Ask them about m
that they know.
B. Establishing a Purpose for the
Tell the LC
Tell the LC
Tell the LC.
Tell the LC.
Why do we need t
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
Lesson
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Why do we need to know
people who believe in God
How about you? Do you
believe to God?
Why do we need to respond
to any selection that we are
going to read?
Why do we need to know
modifiers and their uses?
modifiers and their
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present the new task
Present the new lesson.
Present modifiers.
Present the new le
Present modifiers.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
Brainstorm by answering
the questions found in the
selection.
Let them do activity 1. By
group.
Lead them to brainstorm the
appropriate modifiers.
Let them give their own
examples.
Let them fill out the
sentences with the correct
modifiers.
Lead them to brain
appropriate modifi
Let them give their
examples.
Let them fill out the
sentences with the
modifiers.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
When do we test, that you
are really a believer.
When do we usually
respond to reading?
When do we apply
modifiers in our life?
When do we apply
in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
J. Additional Activities for
Application or Remediation
NN.
```````````
Why do we need to believe
in God at all times? ½
sheet of paper.
Let them present their group
work.
Let them construct their
own sentences using
appropriate modifier. ½
sheet of paper.
Let them construct
sentences using a
modifier. ½ sheet o
Grade 8-Star is ICL.
Grade 8- Moon is
`
REMARKS
XXIV. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER
Ed D.
NOTED BY:
ALEXANDER M. PASCUAL
APPROVED BY:
HERMINIO C. TOMINES,
HEAD TEACHER III
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 25-29, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7LT-III-a-5
1. Unlock difficulties.
2. Read intensively to
answer the questions.
EN7LC-III-b-6.2
1.Listen to complete the
table.
2. Fill out the table.
EN7G-III-c-3
1. Identify past perfect
tense.
2. Use past perfect tense in
a sentence.
EN7WC-III-c-2.2.13
1. Identify past perfect
tense.
2. Use past perfect tense in
an anecdote.
EN7WC-III-c-2.2.1
1. Identify past per
tense.
2. Use past perfec
an anecdote.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Topic: 3-in-1
Where’s the Patis?
by:Sheryl Santos Gatlabayan
Past perfect Tense
Writing Anecdote
Writing Anecdote
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
288, 303-304
312-313
310, 316-317
321-325
328, 341-342
345-346
328, 343-344
346-347
328, 343-344
346-347
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Recap the past lesson.
Activate their schema
through the word “patis”.
Present pictures on task 9,
ask them which happens
first in the sentence
Ask them if they know about
anecdote.
Ask them if they k
anecdote.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to deal
with diversity?
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Tell the LC.
Why do we need to know
that patis is th most popular
sauce by Filipinos?
Present the new lesson.
Tell the LC.
Why do we need to know if
which occurs first in a
sentence?
Present different pictures
with their different
sentences showing past
perfect tense.
Tell the LC.
Why do we need to write
also our personal
experiences?
Present the task 9.C
Present the task 9
Lead them to analyse the
anecdote.
What are included in an
anecdote?
Lead them to anal
anecdote.
What are included
anecdote?
Unlock difficulties.
D. Discussing New Concepts and
Practicing New Skills #1
Let them read the
selection.
Let them read the story.
Brainstorm the selection.
Give every group different
task.
Let them stop in a part
where there is question and
let them answer.
Lead them to analyse the
sentence and let them
analyse why they are
called past perfect tense.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them scan again the
selection for clarification.
Let them share their answer
to the class for any
clarification.
Let them answer the
suggested supplemental
activity in teacher’s guide
pp. 341-342.
Let them give situation
about their experiences in
life.
Let them write in their
anecdote.
Let them give situa
about their experie
life.
Let them write in t
anecdote.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we experience
diversity our life?
Are you using also patis in
your food condiment?
When do we usually used
past perfect tense?
When do we usually used
anecdote?
When do we usua
anecdote?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their group
output to the class.
Is patis an identity of a
Filipino when it comes to
sauce? Why? !/2 sheet of
paper.
Let them construct
sentences using past
perfect tense.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
Let them read their
anecdote to the class.
Let them read thei
anecdote to the cla
J. Additional Activities for
Application or Remediation
OO.
REMARKS
XXV. 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
Lesson in not executed due
Due to Students’ Day Celebration.
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
NOTED BY:
HERMINIO C. TOMINES,
HEAD TEACHER III
SECONDARY SCHOOL
PRINCIPAL III
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Nov. 25-29, 2019
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8RC-IIId-12
EN8RC- III- 12
EN8-IIIe-3.6
EN8-IIIe-3.6
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
1.identify appropriate
1.identify appropri
2. Read intensively to
2. Read intensively to
2. Read intensively to
modifiers.
modifiers.
answer questions.
answer questions.
answer questions.
2. use appropriate
2. use appropriate
modifiers.
modifiers.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
Topic; Surah 23: The Believer Topic: Responding to
Reading
Topic: Using Appropriate Modifiers
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
284-285
285-286
287
294-296
294-296
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
something about Q’uran.
Recap the past lesson.
Recap the past lesson.
Ask them about modifiers
that they know.
Ask them about m
that they know.
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Tell the LC
Why do we need to know
people who believe in God
How about you? Do you
believe to God?
Tell the LC.
Why do we need to respond
to any selection that we are
going to read?
Tell the LC.
Why do we need to know
modifiers and their uses?
Why do we need t
modifiers and their
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present the new task
Present the new lesson.
Present modifiers.
Present the new le
Present modifiers.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
Brainstorm by answering
the questions found in the
selection.
Let them do activity 1. By
group.
Lead them to brainstorm the
appropriate modifiers.
Let them give their own
examples.
Let them fill out the
sentences with the correct
modifiers.
Lead them to brain
appropriate modifi
Let them give their
examples.
Let them fill out the
sentences with the
modifiers.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
When do we test, that you
are really a believer.
When do we usually
respond to reading?
When do we apply
modifiers in our life?
When do we apply
in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
Why do we need to believe
in God at all times? ½
sheet of paper.
Let them present their group
work.
Let them construct their
own sentences using
appropriate modifier. ½
sheet of paper.
Let them construct
sentences using a
modifier. ½ sheet o
Grade 8-Star is ICL.
Students’ Day Celebraton.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
OO.
```````````
REMARKS
XXV. 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?
`
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and December 2-6, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7LT-III-a-5
1. Unlock difficulties.
2. Read intensively to
answer the questions.
EN7LC-III-b-6.2
1.Listen to complete the
table.
2. Fill out the table.
EN7G-III-c-3
1. Identify past perfect
tense.
2. Use past perfect tense in
a sentence.
EN7WC-III-c-2.2.13
1. Identify past perfect
tense.
2. Use past perfect tense in
an anecdote.
EN7WC-III-c-2.2.1
1. Identify past per
tense.
2. Use past perfec
an anecdote.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
Topic: 3-in-1
Where’s the Patis?
by:Sheryl Santos Gatlabayan
Past perfect Tense
Writing Anecdote
Writing Anecdote
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
288, 303-304
312-313
310, 316-317
321-325
328, 341-342
345-346
328, 343-344
346-347
328, 343-344
346-347
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Recap the past lesson.
Activate their schema
through the word “patis”.
Present pictures on task 9,
ask them which happens
first in the sentence
Ask them if they know about
anecdote.
Ask them if they k
anecdote.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to deal
with diversity?
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Tell the LC.
Why do we need to know
that patis is th most popular
sauce by Filipinos?
Present the new lesson.
Tell the LC.
Why do we need to know if
which occurs first in a
sentence?
Present different pictures
with their different
sentences showing past
perfect tense.
Tell the LC.
Why do we need to write
also our personal
experiences?
Present the task 9.C
Present the task 9
Lead them to analyse the
sentence and let them
analyse why they are
called past perfect tense.
Lead them to analyse the
anecdote.
What are included in an
anecdote?
Lead them to anal
anecdote.
What are included
anecdote?
Unlock difficulties.
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Let them read the
selection.
Let them read the story.
Brainstorm the selection.
Give every group different
task.
Let them stop in a part
where there is question and
let them answer.
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them scan again the
selection for clarification.
Let them share their answer
to the class for any
clarification.
Let them answer the
suggested supplemental
activity in teacher’s guide
pp. 341-342.
Let them give situation
about their experiences in
life.
Let them write in their
anecdote.
Let them give situa
about their experie
life.
Let them write in t
anecdote.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we experience
diversity our life?
Are you using also patis in
your food condiment?
When do we usually used
past perfect tense?
When do we usually used
anecdote?
When do we usua
anecdote?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them present their group
output to the class.
Is patis an identity of a
Filipino when it comes to
sauce? Why? !/2 sheet of
paper.
Let them construct
sentences using past
perfect tense.
Let them read their
anecdote to the class.
Let them read thei
anecdote to the cla
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
PP. REMARKS
XXVI. 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?
Lesson in not executed due
Due to Students’ Day Celebration.
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
F .What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and December 2-6, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8RC-IIId-12
EN8RC- III- 12
EN8-IIIe-3.6
EN8-IIIe-3.6
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
1.identify appropriate
1.identify appropri
2. Read intensively to
2. Read intensively to
2. Read intensively to
modifiers.
modifiers.
answer questions.
answer questions.
answer questions.
2. use appropriate
2. use appropriate
modifiers.
modifiers.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Topic; Surah 23: The Believer Topic: Responding to
Reading
Topic: Using Appropriate Modifiers
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
284-285
285-286
287
294-296
294-296
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
something about Q’uran.
Recap the past lesson.
Recap the past lesson.
Ask them about modifiers
that they know.
Ask them about m
that they know.
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Tell the LC
Why do we need to know
people who believe in God
How about you? Do you
believe to God?
Tell the LC.
Why do we need to respond
to any selection that we are
going to read?
Tell the LC.
Why do we need to know
modifiers and their uses?
Why do we need t
modifiers and their
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present the new task
Present the new lesson.
Present modifiers.
Present the new le
Present modifiers.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
Brainstorm by answering
the questions found in the
Let them do activity 1. By
group.
Lead them to brainstorm the
appropriate modifiers.
Lead them to brain
appropriate modifi
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
selection.
Let them give their own
examples.
Let them fill out the
sentences with the correct
modifiers.
Let them give their
examples.
Let them fill out the
sentences with the
modifiers.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
When do we test, that you
are really a believer.
When do we usually
respond to reading?
When do we apply
modifiers in our life?
When do we apply
in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
Why do we need to believe
in God at all times? ½
sheet of paper.
Let them present their group
work.
Let them construct their
own sentences using
appropriate modifier. ½
sheet of paper.
Let them construct
sentences using a
modifier. ½ sheet o
Grade 8-Star is ICL.
Students’ Day Celebraton.
Grade 8- Moon is
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
J. Additional Activities for
Application or Remediation
PP. REMARKS
```````````
`
XXVI. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and December 9-13, 2019
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
The learner participates in a simple debate about asserting identity society.
EN7RC-III-d—2.8
1. Unlock difficulties.
2. Read intensively to
predict events.
EN7LT-III-d-2.2.2
1. Identify plot devices.
2.Make samples of plot
devices based from the
story.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Hunger in Baroks
Hunger in Barok- Plot
Devices
350, 355-357
350, 358-360
356-361
362-364
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Activate their schema
about famine.
Recap the previous lesson.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to predict
events in a certain story?
Present the new lesson.
Unlock difficulties.
Tell the LC.
Why do we need to know lot
devices of a short story?
Present the new lesson.
Present the different tasks.
C. Presenting Examples/Instances of
the Lesson
Let them read the
selection.
D. Discussing New Concepts and
Practicing New Skills #1
Let them predict the
following events in the story
based from the given
question found In a part of
the story.
Group them into four.
Give them different tasks by
group.
Let them work for their task.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them continue reading
to know if their predictions
are correct based from the
story they are reading.
Let them have a final look to
their output before
presenting.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we experience
thus kind of situation in the
story?
When do we usually use
plot devices in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the lesson you can
get from the story? ½ sheet
of paper.
What have you learned from
the different tasks
presented? ½ sheet of
paper.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
QQ.
REMARKS
Grade 7- Dove is ICL
Education Week Celebration School Based Christ
XXVII. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and December 9-13, 2019
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8RC-IIId-12
EN8RC- III- 12
EN8-IIIe-3.6
EN8-IIIe-3.6
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
1.identify appropriate
1.identify appropri
2. Read intensively to
2. Read intensively to
2. Read intensively to
modifiers.
modifiers.
answer questions.
answer questions.
answer questions.
2. use appropriate
2. use appropriate
modifiers.
modifiers.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
Topic; Surah 23: The Believer Topic: Responding to
Reading
Topic: Using Appropriate Modifiers
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
284-285
285-286
287
294-296
294-296
Ask them if they know
something about Q’uran.
Recap the past lesson.
Recap the past lesson.
Ask them about modifiers
that they know.
Ask them about m
that they know.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Tell the LC
Why do we need to know
people who believe in God
How about you? Do you
believe to God?
Tell the LC.
Why do we need to respond
to any selection that we are
going to read?
Tell the LC.
Why do we need to know
modifiers and their uses?
Why do we need t
modifiers and their
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present the new task
Present the new lesson.
Present modifiers.
Present the new le
Present modifiers.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
Brainstorm by answering
the questions found in the
selection.
Let them do activity 1. By
group.
Lead them to brainstorm the
appropriate modifiers.
Let them give their own
examples.
Let them fill out the
sentences with the correct
modifiers.
Lead them to brain
appropriate modifi
Let them give their
examples.
Let them fill out the
sentences with the
modifiers.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
When do we test, that you
are really a believer.
When do we usually
respond to reading?
When do we apply
modifiers in our life?
When do we apply
in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
J. Additional Activities for
Application or Remediation
QQ.
```````````
Why do we need to believe
in God at all times? ½
sheet of paper.
Let them present their group
work.
Let them construct
sentences using a
modifier. ½ sheet o
Grade 8-Star is ICL.
Students’ Day Celebraton.
Grade 8- Moon is
`
REMARKS
XXVII. REFLECTION
Let them construct their
own sentences using
appropriate modifier. ½
sheet of paper.
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and December 9-13, 2019
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-d—2.8
1. Unlock difficulties.
2. Read intensively to
predict events.
EN7LT-III-d-2.2.2
1. Identify plot devices.
2.Make samples of plot
devices based from the
story.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Hunger in Baroks
Hunger in Barok- Plot
Devices
350, 355-357
350, 358-360
356-361
362-364
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Activate their schema
about famine.
Recap the previous lesson.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to predict
events in a certain story?
Present the new lesson.
Unlock difficulties.
Tell the LC.
Why do we need to know lot
devices of a short story?
Present the new lesson.
Present the different tasks.
C. Presenting Examples/Instances of
the Lesson
Let them read the
selection.
D. Discussing New Concepts and
Practicing New Skills #1
Let them predict the
following events in the story
based from the given
question found In a part of
the story.
Group them into four.
Give them different tasks by
group.
Let them work for their task.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them continue reading
to know if their predictions
are correct based from the
story they are reading.
Let them have a final look to
their output before
presenting.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we experience
thus kind of situation in the
story?
When do we usually use
plot devices in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the lesson you can
get from the story? ½ sheet
of paper.
What have you learned from
the different tasks
presented? ½ sheet of
paper.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
Education Week Celebration School Based Christ
RR. REMARKS
XXVIII.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
NOTED BY:
HERMINIO C. TOMINES,
HEAD TEACHER III
SECONDARY SCHOOL
PRINCIPAL III
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and December 9-13, 2019
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8RC-IIId-12
EN8RC- III- 12
EN8-IIIe-3.6
EN8-IIIe-3.6
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
1.identify appropriate
1.identify appropri
2. Read intensively to
2. Read intensively to
2. Read intensively to
modifiers.
modifiers.
answer questions.
answer questions.
answer questions.
2. use appropriate
2. use appropriate
modifiers.
modifiers.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
Topic; Surah 23: The Believer Topic: Responding to
Reading
Topic: Using Appropriate Modifiers
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
284-285
285-286
287
294-296
294-296
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
something about Q’uran.
Recap the past lesson.
Recap the past lesson.
Ask them about modifiers
that they know.
Ask them about m
that they know.
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Tell the LC
Why do we need to know
people who believe in God
How about you? Do you
believe to God?
Tell the LC.
Why do we need to respond
to any selection that we are
going to read?
Tell the LC.
Why do we need to know
modifiers and their uses?
Why do we need t
modifiers and their
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present the new task
Present the new lesson.
Present modifiers.
Present the new le
Present modifiers.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
Brainstorm by answering
the questions found in the
selection.
Let them do activity 1. By
group.
Lead them to brainstorm the
appropriate modifiers.
Let them give their own
examples.
Let them fill out the
sentences with the correct
modifiers.
Lead them to brain
appropriate modifi
Let them give their
examples.
Let them fill out the
sentences with the
modifiers.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
When do we test, that you
are really a believer.
When do we usually
respond to reading?
When do we apply
modifiers in our life?
When do we apply
in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
Why do we need to believe
in God at all times? ½
sheet of paper.
Let them present their group
work.
Let them construct their
own sentences using
appropriate modifier. ½
sheet of paper.
Let them construct
sentences using a
modifier. ½ sheet o
Grade 8-Star is ICL.
Students’ Day Celebraton.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
RR.
```````````
REMARKS
XXVIII.
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
`
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and JANUARY 6-10.2020
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
THIRD
Quarter:
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how Philippine literature under the period of emergence and other text types through using differ
reading, listening, and viewing strategies, word relationships and associations, direct/reported speech, passive, active voice, simple past test a
perfect tenses and sentence connectors; employing the appropriate oral language and stance in informative speech forms to express ideas, op
feelings, and emotions; serve as tools to assert one’s identity in a diverse society.
The learner participates in a simple debate about asserting identity society.
EN7RC-III-d—2.8
1. Unlock difficulties.
2. Read intensively to
predict events.
EN7LT-III-d-2.2.2
1. Identify plot devices.
2.Make samples of plot
devices based from the
story.
EN7LT-III-d-2.2.2
1. Identify plot devices.
2.Make samples of plot
devices based from the
story.
1. Read and analyse
question carefully.
2. Answer the questions
correctly.
1. Read and analy
question carefully.
2. Answer the que
correctly.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Hunger in Baroks
Hunger in Barok- Plot
Devices
Hunger in Barok- Plot
Devices
350, 355-357
350, 358-360
350, 358-360
356-361
362-364
362-364
THIRD PERIODIC EXAMINATIONS
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Activate their schema
about famine.
Recap the previous lesson.
Recap the previous lesson.
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to predict
events in a certain story?
Present the new lesson.
Unlock difficulties.
Tell the LC.
Why do we need to know lot
devices of a short story?
Present the new lesson.
Present the different tasks.
Tell the LC.
Why do we need to know
lot devices of a short story?
Present the new lesson.
Present the different tasks.
Group them into four.
Give them different tasks by
group.
Let them work for their task.
Present their output.
Group them into four.
Give them different tasks
by group.
Let them work for their
task.
Present their output.
Let them ask questions
from the presentation by
group.
Let them ask questions
from the presentation by
group.
C. Presenting Examples/Instances of
the Lesson
Give directions and
instruction.
Give directions an
instruction.
Present and distribute the
test paper.
Present and distrib
test paper.
Test proper
Test proper
Let them read the
selection.
D. Discussing New Concepts and
Practicing New Skills #1
Let them predict the
following events in the story
based from the given
question found In a part of
the story.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them continue reading
to know if their predictions
are correct based from the
story they are reading.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we experience
thus kind of situation in the
story?
When do we usually use
plot devices in our life?
When do we usually use
plot devices in our life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the lesson you can
get from the story? ½ sheet
of paper.
What have you learned from
the different tasks
presented? ½ sheet of
paper.
What have you learned from
the different tasks
presented? ½ sheet of
paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
Collect the test paper and
answer sheet.
Collect the test pa
answer sheet.
J. Additional Activities for
Application or Remediation
SS. REMARKS
XXIX. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and January 6-10, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: THIRD
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as mirror to share heritage; coping strategies in processing textual info
strategies in examining features of listening and viewing material; structural analysis of words and propaganda techniques; and grammatical s
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 property
acknowledgement information sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features
and behaviour.
EN8RC-IIId-12
EN8LT-IIIg-2.2.5
EN8LT-IIIg-2.2.5
1. Read and analyse the
1. Read and analy
1. Unlock difficulties.
1. Unlock difficulties.
1. Unlock difficulties.
questions carefully.
questions carefully
2. Read intensively to
2. Read intensively to
2. Read intensively to
2. Answer the questions
2. Answer the que
answer questions.
answer the questionz.
answer the questionz.
correctly.
correctly.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Topic: Excerpts from the
Q’uran
Topic; The Country’s Good
Son
The Wonder Tree-An Arabian
Folktale
THIRD PERIODIC EXAMINATIONS
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
284-285
302-304
333-335
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know
something about Q’uran.
Activate their schema on
how to motivate children to
choose being soldier.
What did you know about
Arab people?
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about Muslim? What is the
importance of knowing
something about them?
Tell the LC
Why do we need to force
children in choosing soldier
as their profession?
Tell the LC.
Why do we need to know
about Arabian Folktale?
C. Presenting Examples/Instances of
the Lesson
Present the new lesson.
Unlock difficulties.
Let them read the excerpts.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
D. Discussing New Concepts and
Practicing New Skills #1
Brainstorm using these
questions.
1. How is the truth
perceived in Q’uran?
2. Is this similar to other
religion?
Brainstorm by answering
the questions found in the
selection.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
Give directions and
instructions.
Give directions an
instructions.
Present the new lesson.
Unlock difficulties
Let them read the selection
silently.
Present and distribute the
test paper.
Present and distrib
test paper.
Let them group into 4 and
give them different tasks.
Test proper.
Test proper.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Is Q’uran or Bible a good
guidepost in our daily life?
How?
If you were the person
involve do you want to be a
soldier? Why? Why not?
When do we see this kind of
situation?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the importance of
Q’uran to the Muslim? ½
sheet of paper.
What is the lesson you can
get from the selection? ½
sheet of paper.
What is the custom of the
Arab that you have noticed
based from the selection? ½
sheet of paper.
`
J. Additional Activities for
Application or Remediation
Collect the test paper and
answer sheet.
Collect the test pap
answer sheet.
Grade 8-Star is ICL.
Grade 8- Moon is
SS. REMARKS
```````````
XXIX. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and JANUARY 20-24, 2020
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7LT-IV-a-6.1
1. Identify the elements of a
poem.
2. Analyse the poem by
using the elements.
EN7LT-IV-a-6.1
1. Identify the elements of a
poem.
2. Analyse the poem by
using the elements.
EN7LT-IV-a-6.1
1. Identify the elements of a
poem.
2. Analyse the poem by
using the elements.
EN7RC-IV-B-3.2
1. identify text types.
2. Construct one text type.
EN7RC-IV-10.5
1. Narrate events
of the text types.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Elements of a Poem
Elements of a Poem
Elements of a Poem
Text Type
A Shawl for Anitatructing text types
426, 431-434
426, 431-434
426, 431-434
444, 449-451
444, 451
423-425
423-425
423-425
444-447
448
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Present the new lesson.
Ask them about what they
know about the elements of
a poem.
Present the new lesson.
Ask them about what they
know about the elements of
a poem.
Present the new lesson.
Ask them about what they
know about the elements of
a poem.
We are going to study diff..
Text types.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
Why do we need to know
the elements of a poem.
Present the basic elements
of a poem.
Tell the LC.
Why do we need to know
the elements of a poem.
Present the basic elements
of a poem.
Tell the LC.
Why do we need to know
the elements of a poem.
Present the basic elements
of a poem.
Tell the LC.
Why do we need to know
diff. text types?
Present the diff. text types on
task 10, p. 444-445
Tell the LC.
Why do we need t
how to construct te
Present the graph
organizer on page
Present sample of poem.
Present sample of poem.
Present sample of poem.
Lead them to brainstorm
the poem and its elements.
Let them identify elements
of the poem in the poem
they read.
Lead them to brainstorm the
poem and its elements.
Let them identify elements
of the poem in the poem
they read.
Lead them to brainstorm
the poem and its elements.
Let them identify elements
of the poem in the poem
they read.
Lead them to brainstorm the
diff. text types.
Lead them to cons
essay through the
graphic organizer.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them answer/do task 8,
p. 424.
Let them answer/do task 8,
p. 424.
Let them answer/do task 8,
p. 424.
Let them do task 11, pp.
445-446.
Let them construc
about A Shawl for
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
elements of poem?
When do we usually use
elements of poem?
When do we usually use
elements of poem?
When do we usually use
text types?
When do we usua
essay?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them identify the
elements of poem through
sentences taken from the
poem. ½ sheet of paper.
Let them identify the
elements of poem through
sentences taken from the
poem. ½ sheet of paper.
Let them identify the
elements of poem through
sentences taken from the
poem. ½ sheet of paper.
Let them construct one
essay from the different text
types in 1 whole sheet of
paper.
Let them read thei
the class.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
TT. REMARKS
XXX. REFLECTION
A . No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and January 20-24, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
C. Learning
Competencies/Objectives:
Write the LC Code for each
appropriate prosodic features, stance and behaviour.
EN8G-IVh-1.3
EN8LT-a-13
1. Identify active and
1. Unlock difficulties.
passive voice.
2. Read intensively to
2. use active and passive
answer questions.
voice.
EN8LT-a-13
1. Unlock difficulties.
2. Read intensively to
answer questions.
EN8LT-IVd-13
1. Unlock difficulties’
2. Read intensively to
answer questions.
EN8LT-IVd-13
1. Unlock difficultie
2. Read intensivel
answer questions.
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
Active and Passive Voice
Haji Murad- Sadegh Hedayat
Marduk Creates the World from the Spoils of B
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
318-320
327-332
327-332
332-335
332-335
A. Reviewing Previous Lesson or
Presenting the New Lesson
Activate knowledge about
active and passive voice.
B. Establishing a Purpose for the
Lesson
Tell the LC
Why do we need to know
about active and passive
voice?
Present samples of active
and passive voce.
Ask them if they know about
Persian’s story or Iran’s
story.
Tell the LC.
Why do we need to know
other countries stories?
Ask them if they know about
Persian’s story or Iran’s
story.
Tell the LC.
Why do we need to know
other countries stories?
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of iran?
We are going to st
of the stories of An
Persia now known
Tell the LC.
Why do we need t
stories of iran?
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Unlock difficulties.
Let them read the story.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new le
Unlock difficulties
Let them read the
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Let them brainstorm about
active and passive voice.
Let them construct samples
of active and passive voice.
Lead the students to answer
the questions found in the
story.
Lead the students to answer
the questions found in the
story.
Lead them to understand
the selection by answering
the questions found in the
story.
Lead them to unde
the selection by an
the questions foun
story.
F. Developing Mastery
(Leads to Formative Assessment 3)
Give more examples.
How do you asses Haji
Murad,s marriage?
How do you asses Haji
Murad,s marriage?
What was the condition
suggested by marduk in
order to fight Apsu?
What was the cond
suggested by mard
order to fight Apsu
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually use
active and passive voice?
If you were Haji Murad’s
wife, how do you react to
your husband’s claim?
If you were Haji Murad’s
wife, how do you react to
your husband’s claim?
When do we use this in our
life?
When do we use th
life?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them read own
sentences to the class.
What is the theme that you
can derive from the
selection? ½ sheet of paper.
What is the theme that you
can derive from the
selection? ½ sheet of paper.
`
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
Can we consider M
an evil god? Why o
not? ½ sheet of pa
Grade 8-Star is ICL.
Grade 8- Moon is
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
TT.
```````````
REMARKS
XXX. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 7:30-8:30, 9:30-10:30
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
Grade Level: 7
Learning Area: English
Quarter: FOURTH
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G- IV-b-5
1. Identify the verbs and its
uses.
2. Use verbs in a sentence.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Topic: Verbs
Verbs- Diff. Activities
Verbs- Diff. Activities
Small Group Differentiated Homanymous
Instructions
444, 452-455
426,455-456
426,455-456
461, 465-467
461,468-469
449-452
452-454
452-454
465-467
465-467
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about action
words.
We are going to make
different activities using
correct verbs.
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
We will study about verbs.
Tell the LC.
Our lesson is about making
Tell the LC.
Our lesson is about
Tell the LC.
Why do we need to know
Tell the LC.
Why do we need t
weblog.
Present the differentiated
activities to the class
according to their interest.
making weblog.
Present the differentiated
activities to the class
according to their interest.
diff. text types?
Present the different tasks to
each group.
Lead them to understand
the samples.
Let them brainstorm about
different activities.
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
F. Developing Mastery
(Leads to Formative Assessment 3)
Group them into 4 and let
them construct sentences
using any verbs.
Lead them to ask question
before they start the
activities.
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
LV and HV in our life?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them answer task 13.D
in ¼ sheet of paper.
Write short description of
the group work using
correct verbs.
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
C. Presenting Examples/Instances of
the Lesson
Present samples of verbs
by letting them perform any
action words they wanted.
how to construct te
Present the new le
Present the homo
Present samples found in
the book.
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to diffe
the homonymous.
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
UU.REMARKS
XXXI. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
PRINCIPAL III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-a-13
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8LT-IVf-2.2.4
1. Unlock difficulties.
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1. Identify onoma
2. Read intensively to
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2. Use onomatopo
answer questions.
answer questions.
2. Pick out different sensory sentence.
sentence.
images from the story.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Haji Murad- Sadegh Hedayat Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Onomatopoeia
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
327-332
332-335
339
340
340
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know about
Persian’s story or Iran’s
story.
Tell the LC.
Why do we need to know
other countries stories?
Present the new lesson.
Unlock difficulties.
Let them read the story.
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
Lead the students to answer
the questions found in the
story.
Lead them to understand
the selection by answering
the questions found in the
story.
F. Developing Mastery
(Leads to Formative Assessment 3)
How do you asses Haji
Murad,s marriage?
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
We are going to study
onomatopoeia
We are going to st
onomatopoeia
Tell the LC.
Why do we need to know
onomatopoeia?
Present samples of
onomatopoeia.
Tell the LC.
Why do we need t
onomatopoeia?
Present samples o
onomatopoeia.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to unde
about onomatopoe
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
If you were Haji Murad’s
wife, how do you react to
your husband’s claim?
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we apply
onomatopoeia in o
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Present the new tasks to be
accomplished-the five
senses chart.
E. Discussing New Concepts and
Practicing New Skills #2
I. Evaluating Learning
What is the theme that you
can derive from the
selection? ½ sheet of paper.
J. Additional Activities for
Application or Remediation
UU.
```````````
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
Let them give their
examples of onom
and use it in a sen
sheet of paper. @
onomatopoeia and
sentences.
Grade 8-Star is ICL.
Grade 8- Moon is
`
REMARKS
XXXI. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the different
homonymous.
2. Use different
homonymous in a sentence.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Verbs- Diff. Activities
Small Group Differentiated Instructions
Homanymous
426,455-456
461, 465-467
461, 465-467
461,468-469
461,468-469
452-454
465-467
465-467
465-467
465-467
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
to each group.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
to each group.
Tell the LC.
Why do we need to know
how to construct text type?
Present the new lesson.
Tell the LC.
Why do we need t
how to construct te
Present the new le
Present the homonymous.
Present the homo
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
Let them read the
directions for their group
work and allow to ask
questions for clarifications.
Let them do their own
group work.
Lead them to differentiate
the homonymous.
Lead them to diffe
the homonymous.
F. Developing Mastery
(Leads to Formative Assessment 3)
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse the
meaning by the use of
sentences.
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
I. Evaluating Learning
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
Let them construct
sentences using the
different homonymous in ½
sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
J. Additional Activities for
Application or Remediation
VV. REMARKS
XXXII. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
NOTED BY:
HERMINIO C. TOMINES,
HEAD TEACHER III
SECONDARY SCHOOL
PRINCIPAL III
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8G-IV-3
EN8G-IV-3
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1.Identify past perfect tense. 1.Identify past per
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2.Use past perfect tense in
2.Use past perfect
answer questions.
2. Pick out different sensory sentence.
a sentence.
a sentence.
images from the story.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Past Perfect Tense
Past Perfect tense
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
332-335
339
340
345
345
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
Lead them to understand
the selection by answering
the questions found in the
story.
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
We are going to study
onomatopoeia
We are going to study past
perfect tense
We are going to st
perfect tense
Tell the LC.
Why do we need to know
onomatopoeia?
Present the new tasks to be
accomplished-the five
senses chart.
Tell the LC and the enabling
objectives.
Tell the LC and the
objectives.
Present samples of past
perfect tense.
Present samples o
perfect tense.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to understand
past perfect tense. Let them
make a pattern for the past
perfect tense.
Lead them to unde
past perfect tense
make a pattern for
perfect tense.
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we past perfect
tense?
When do we past
tense?
Present the new tasks to be
accomplished-the five
senses chart.
E. Discussing New Concepts and
Practicing New Skills #2
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
`
Let them construct 5
sentences in past perfect
tense in ½ sheet of paper.
Let them construct
sentences in past
tense in ½ sheet o
Grade 8-Star is ICL.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
VV.
```````````
REMARKS
XXXII. 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 used/discover which I
wish to share with other teachers?
PREPARED BY:
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
SECONDARY SCHOOL PRINCIPAL III
HEAD TEACHER III
PRINCIPAL III
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
NOTED BY:
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G- IV-b-5
1. Identify the verbs and its
uses.
2. Use verbs in a sentence.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Topic: Verbs
Verbs- Diff. Activities
Verbs- Diff. Activities
Small Group Differentiated Homanymous
Instructions
444, 452-455
426,455-456
426,455-456
461, 465-467
461,468-469
449-452
452-454
452-454
465-467
465-467
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about action
words.
We are going to make
different activities using
correct verbs.
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
We will study about verbs.
C. Presenting Examples/Instances of
the Lesson
Present samples of verbs
by letting them perform any
action words they wanted.
Tell the LC.
Our lesson is about making
weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks to
each group.
Tell the LC.
Why do we need t
how to construct te
Present the new le
Lead them to understand
the samples.
Let them brainstorm about
different activities.
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
Group them into 4 and let
them construct sentences
Lead them to ask question
before they start the
Lead them to ask question
before they start the
Present the homo
Present samples found in
the book.
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to diffe
the homonymous.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
Let them present their group
work.
Let them analyse t
meaning by the us
(Leads to Formative Assessment 3)
using any verbs.
activities.
activities.
Allow them to ask questions
after the presentation
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
LV and HV in our life?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them answer task 13.D
in ¼ sheet of paper.
Write short description of
the group work using
correct verbs.
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
WW.
REMARKS
XXXIII.
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?
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
F .What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-a-13
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8LT-IVf-2.2.4
1. Unlock difficulties.
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1. Identify onoma
2. Read intensively to
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2. Use onomatopo
answer questions.
answer questions.
2. Pick out different sensory sentence.
sentence.
images from the story.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Haji Murad- Sadegh Hedayat Marduk Creates the World Sensory Images
from the Spoils of Battle
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Onomatopoeia
Onomatopoeia
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
327-332
332-335
339
340
340
Ask them if they know about
Persian’s story or Iran’s
story.
Tell the LC.
Why do we need to know
other countries stories?
Present the new lesson.
Unlock difficulties.
Let them read the story.
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
We are going to study
onomatopoeia
We are going to st
onomatopoeia
Tell the LC.
Why do we need to know
onomatopoeia?
Present samples of
onomatopoeia.
Tell the LC.
Why do we need t
onomatopoeia?
Present samples o
onomatopoeia.
Lead the students to answer
the questions found in the
story.
Lead them to understand
the selection by answering
the questions found in the
story.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to unde
about onomatopoe
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Present the new tasks to be
accomplished-the five
senses chart.
F. Developing Mastery
(Leads to Formative Assessment 3)
How do you asses Haji
Murad,s marriage?
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
G. Finding Practical Applications of
Concepts and Skills in Daily Living
If you were Haji Murad’s
wife, how do you react to
your husband’s claim?
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we apply
onomatopoeia in o
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the theme that you
can derive from the
selection? ½ sheet of paper.
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
Let them give their
examples of onom
and use it in a sen
sheet of paper. @
onomatopoeia and
sentences.
Grade 8-Star is ICL.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
WW.
```````````
REMARKS
XXXIII.
REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
`
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
EN7V-IV-C-9
1. Know the different
homonymous.
EN7V-IV-C-9
1. Know the differe
homonymous.
Write the LC Code for each
activities using correct
verbs.
2. Make different activities
from the elements of story.
2. Make different activities
from the elements of story.
2. Use different
homonymous in a sentence.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Verbs- Diff. Activities
Small Group Differentiated Instructions
Homanymous
426,455-456
461, 465-467
461, 465-467
461,468-469
461,468-469
452-454
465-467
465-467
465-467
465-467
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
to each group.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
to each group.
Tell the LC.
Why do we need to know
how to construct text type?
Present the new lesson.
Tell the LC.
Why do we need t
how to construct te
Present the new le
Present the homonymous.
Present the homo
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
Lead them to differentiate
the homonymous.
Lead them to diffe
the homonymous.
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Let them read the
directions for their group
work and allow to ask
questions for clarifications.
Let them do their own
work.
group work.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse the
meaning by the use of
sentences.
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construct
sentences using the
different homonymous in ½
sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
XX.REMARKS
XXXIV.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8G-IV-3
EN8G-IV-3
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1.Identify past perfect tense. 1.Identify past per
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2.Use past perfect tense in
2.Use past perfect
answer questions.
2. Pick out different sensory sentence.
a sentence.
a sentence.
images from the story.
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
Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Past Perfect Tense
Past Perfect tense
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
332-335
339
340
345
345
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
We are going to study
onomatopoeia
We are going to study past
perfect tense
We are going to st
perfect tense
Tell the LC.
Why do we need to know
onomatopoeia?
Present the new tasks to be
accomplished-the five
senses chart.
Tell the LC and the enabling
objectives.
Tell the LC and the
objectives.
Present samples of past
perfect tense.
Present samples o
perfect tense.
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Present the new tasks to be
accomplished-the five
senses chart.
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to understand
the selection by answering
the questions found in the
story.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to understand
past perfect tense. Let them
make a pattern for the past
perfect tense.
Lead them to unde
past perfect tense
make a pattern for
perfect tense.
F. Developing Mastery
(Leads to Formative Assessment 3)
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we past perfect
tense?
When do we past
tense?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
`
Let them construct 5
sentences in past perfect
tense in ½ sheet of paper.
Let them construct
sentences in past
tense in ½ sheet o
Grade 8-Star is ICL.
Grade 8- Moon is
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
XX.REMARKS
```````````
XXXIV.
REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
HEAD TEACHER III
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
SECONDARY SCHOOL PRINCIPAL III
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 7:30-8:30, 9:30-10:30
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
Grade Level: 7
Learning Area: English
Quarter: FOURTH
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G- IV-b-5
1. Identify the verbs and its
uses.
2. Use verbs in a sentence.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Topic: Verbs
Verbs- Diff. Activities
Verbs- Diff. Activities
Small Group Differentiated Homanymous
Instructions
444, 452-455
426,455-456
426,455-456
461, 465-467
461,468-469
449-452
452-454
452-454
465-467
465-467
We are going to make
different activities using
correct verbs.
We are going to make
different activities using
correct verbs.
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about action
words.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
We will study about verbs.
C. Presenting Examples/Instances of
the Lesson
Present samples of verbs
by letting them perform any
action words they wanted.
Tell the LC.
Our lesson is about making
weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks to
each group.
Tell the LC.
Why do we need t
how to construct te
Present the new le
Lead them to understand
the samples.
Let them brainstorm about
different activities.
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
F. Developing Mastery
(Leads to Formative Assessment 3)
Group them into 4 and let
them construct sentences
using any verbs.
Lead them to ask question
before they start the
activities.
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
LV and HV in our life?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them answer task 13.D
in ¼ sheet of paper.
Write short description of
the group work using
correct verbs.
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construc
sentences using th
different homonym
Present the homo
Present samples found in
the book.
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to diffe
the homonymous.
E. Discussing New Concepts and
Practicing New Skills #2
sheet of paper.
J. Additional Activities for
Application or Remediation
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
YY. REMARKS
XXXV. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
PRINCIPAL III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
FLORENDO
M. LUCAS JR.
Teacher:
Teaching Dates and Febuary 3-7, 2020
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-a-13
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8LT-IVf-2.2.4
1. Unlock difficulties.
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1. Identify onoma
2. Read intensively to
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2. Use onomatopo
answer questions.
answer questions.
2. Pick out different sensory sentence.
sentence.
images from the story.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Haji Murad- Sadegh Hedayat Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Onomatopoeia
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
327-332
332-335
339
340
340
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
Ask them if they know about
Persian’s story or Iran’s
story.
Tell the LC.
Why do we need to know
other countries stories?
Present the new lesson.
Unlock difficulties.
Let them read the story.
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
Lead the students to answer
the questions found in the
story.
Lead them to understand
the selection by answering
the questions found in the
story.
F. Developing Mastery
(Leads to Formative Assessment 3)
How do you asses Haji
Murad,s marriage?
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
We are going to study
onomatopoeia
We are going to st
onomatopoeia
Tell the LC.
Why do we need to know
onomatopoeia?
Present samples of
onomatopoeia.
Tell the LC.
Why do we need t
onomatopoeia?
Present samples o
onomatopoeia.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to unde
about onomatopoe
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
If you were Haji Murad’s
wife, how do you react to
your husband’s claim?
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we apply
onomatopoeia in o
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Present the new tasks to be
accomplished-the five
senses chart.
E. Discussing New Concepts and
Practicing New Skills #2
I. Evaluating Learning
What is the theme that you
can derive from the
selection? ½ sheet of paper.
J. Additional Activities for
Application or Remediation
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
Let them give their
examples of onom
and use it in a sen
sheet of paper. @
onomatopoeia and
sentences.
Grade 8-Star is ICL.
Grade 8- Moon is
`
YY. REMARKS
```````````
XXXV. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
NOTED BY:
HERMINIO C. TOMINES,
HEAD TEACHER III
PRINCIPAL III
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
SECONDARY SCHOOL
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the different
homonymous.
2. Use different
homonymous in a sentence.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Verbs- Diff. Activities
Small Group Differentiated Instructions
Homanymous
426,455-456
461, 465-467
461, 465-467
461,468-469
461,468-469
452-454
465-467
465-467
465-467
465-467
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
to each group.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
to each group.
Tell the LC.
Why do we need to know
how to construct text type?
Present the new lesson.
Tell the LC.
Why do we need t
how to construct te
Present the new le
Present the homonymous.
Present the homo
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
Let them read the
directions for their group
work and allow to ask
questions for clarifications.
Let them do their own
group work.
Lead them to differentiate
the homonymous.
Lead them to diffe
the homonymous.
F. Developing Mastery
(Leads to Formative Assessment 3)
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse the
meaning by the use of
sentences.
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
When do we apply
homonymous?
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construct
sentences using the
different homonymous in ½
sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
ZZ. REMARKS
XXXVI.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8G-IV-3
EN8G-IV-3
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1.Identify past perfect tense. 1.Identify past per
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2.Use past perfect tense in
2.Use past perfect
answer questions.
2. Pick out different sensory sentence.
a sentence.
a sentence.
images from the story.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Past Perfect Tense
Past Perfect tense
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
2. Learner’s Materials Pages
332-335
339
340
345
345
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
We are going to study
onomatopoeia
We are going to study past
perfect tense
We are going to st
perfect tense
Tell the LC.
Why do we need to know
onomatopoeia?
Present the new tasks to be
accomplished-the five
senses chart.
Tell the LC and the enabling
objectives.
Tell the LC and the
objectives.
Present samples of past
perfect tense.
Present samples o
perfect tense.
Lead them to understand
the selection by answering
the questions found in the
story.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to understand
past perfect tense. Let them
make a pattern for the past
perfect tense.
Lead them to unde
past perfect tense
make a pattern for
perfect tense.
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Present the new tasks to be
accomplished-the five
senses chart.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we past perfect
tense?
When do we past
tense?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
`
Let them construct 5
sentences in past perfect
tense in ½ sheet of paper.
Let them construct
sentences in past
tense in ½ sheet o
Grade 8-Star is ICL.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
ZZ. REMARKS
```````````
XXXVI.
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?
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G- IV-b-5
1. Identify the verbs and its
uses.
2. Use verbs in a sentence.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Topic: Verbs
Verbs- Diff. Activities
Verbs- Diff. Activities
Small Group Differentiated Homanymous
Instructions
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
444, 452-455
426,455-456
426,455-456
461, 465-467
461,468-469
449-452
452-454
452-454
465-467
465-467
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
Ask them about action
words.
We are going to make
different activities using
correct verbs.
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
We will study about verbs.
C. Presenting Examples/Instances of
the Lesson
Present samples of verbs
by letting them perform any
action words they wanted.
Tell the LC.
Our lesson is about making
weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
activities to the class
according to their interest.
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks to
each group.
Tell the LC.
Why do we need t
how to construct te
Present the new le
Let them brainstorm about
different activities.
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
Present the homo
Present samples found in
the book.
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to understand
the samples.
Lead them to diffe
the homonymous.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Group them into 4 and let
them construct sentences
using any verbs.
Lead them to ask question
before they start the
activities.
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
LV and HV in our life?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them answer task 13.D
in ¼ sheet of paper.
Write short description of
the group work using
correct verbs.
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
AAA.
REMARKS
XXXVII.
REFLECTION
A . No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 3-7, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
C. Learning
Competencies/Objectives:
Write the LC Code for each
appropriate prosodic features, stance and behaviour.
EN8LT-a-13
EN8LT-IVd-13
1. Unlock difficulties.
1. Unlock difficulties’
2. Read intensively to
2. Read intensively to
answer questions.
answer questions.
EN8RC-IVi-15
1. Know the different
sensory images.
2. Pick out different sensory
images from the story.
EN8LT-IVf-2.2.4
1. Identify onomatopoeia.
2. Use onomatopoeia in a
sentence.
EN8LT-IVf-2.2.4
1. Identify onoma
2. Use onomatopo
sentence.
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
Haji Murad- Sadegh Hedayat Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Onomatopoeia
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
327-332
332-335
339
340
340
Ask them if they know about
Persian’s story or Iran’s
story.
Tell the LC.
Why do we need to know
other countries stories?
Present the new lesson.
Unlock difficulties.
Let them read the story.
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
We are going to study
onomatopoeia
We are going to st
onomatopoeia
Tell the LC.
Why do we need to know
onomatopoeia?
Present samples of
onomatopoeia.
Tell the LC.
Why do we need t
onomatopoeia?
Present samples o
onomatopoeia.
Lead the students to answer
Lead them to understand
Let them brainstorm the five
Lead them to understand
Lead them to unde
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Present the new tasks to be
accomplished-the five
senses chart.
Practicing New Skills #1
the questions found in the
story.
the selection by answering
the questions found in the
story.
senses chart.
Lead them to fill out the
chart.
about onomatopoeia.
about onomatopoe
F. Developing Mastery
(Leads to Formative Assessment 3)
How do you asses Haji
Murad,s marriage?
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
G. Finding Practical Applications of
Concepts and Skills in Daily Living
If you were Haji Murad’s
wife, how do you react to
your husband’s claim?
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we apply
onomatopoeia in o
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
What is the theme that you
can derive from the
selection? ½ sheet of paper.
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
sentences.
Let them give their
examples of onom
and use it in a sen
sheet of paper. @
onomatopoeia and
sentences.
Grade 8-Star is ICL.
Grade 8- Moon is
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
AAA.
```````````
REMARKS
`
XXXVII.
REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7G-IV-b-5
1. Organize information.
2. Make differentiated
activities using correct
verbs.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7LT-IV-c-2.3
1. Know the different
elements of the story.
2. Make different activities
from the elements of story.
EN7V-IV-C-9
1. Know the different
homonymous.
2. Use different
homonymous in a sentence.
EN7V-IV-C-9
1. Know the differe
homonymous.
2. Use different
homonymous in a
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Verbs- Diff. Activities
Small Group Differentiated Instructions
Homanymous
426,455-456
461, 465-467
461, 465-467
461,468-469
461,468-469
452-454
465-467
465-467
465-467
465-467
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to make
different activities using
correct verbs.
Recap the previous lesson.
Recap the previous lesson.
Recap the previous lesson.
Recap the previou
B. Establishing a Purpose for the
Lesson
Tell the LC.
Our lesson is about
making weblog.
Present the differentiated
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
Tell the LC.
Why do we need to know
diff. text types?
Present the different tasks
Tell the LC.
Why do we need to know
how to construct text type?
Present the new lesson.
Tell the LC.
Why do we need t
how to construct te
Present the new le
C. Presenting Examples/Instances of
the Lesson
activities to the class
according to their interest.
to each group.
to each group.
Present the homonymous.
Present the homo
Let them brainstorm about
different activities.
Let them read the directions
for their group work and
allow to ask questions for
clarifications.
Let them do their own group
work.
Let them read the
directions for their group
work and allow to ask
questions for clarifications.
Let them do their own
group work.
Lead them to differentiate
the homonymous.
Lead them to diffe
the homonymous.
F. Developing Mastery
(Leads to Formative Assessment 3)
Lead them to ask question
before they start the
activities.
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them present their group
work.
Allow them to ask questions
after the presentation
Let them analyse the
meaning by the use of
sentences.
Let them analyse t
meaning by the us
sentences.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
these? Is this applicable to
other places where culture
is different to one another?
When and where do we
apply these different tasks
in our life?
When and where do we
apply these different tasks
in our life?
When do we apply
homonymous?
When do we apply
homonymous?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Write short description of
the group work using
correct verbs.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
What is the importance of
knowing the elements of
stories? ½ sheet of paper.
Let them construct
sentences using the
different homonymous in ½
sheet of paper.
Let them construc
sentences using th
different homonym
sheet of paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
BBB.
REMARKS
XXXVIII. 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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 10-14, 2020
Time: 1:00-2:00, 2:00-3:00
Grade Level: 8
Learning Area: English
Quarter: FOURTH
I. OBJECTIVES
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8LT-IVd-13
EN8RC-IVi-15
EN8LT-IVf-2.2.4
EN8G-IV-3
EN8G-IV-3
1. Unlock difficulties’
1. Know the different
1. Identify onomatopoeia.
1.Identify past perfect tense. 1.Identify past per
2. Read intensively to
sensory images.
2. Use onomatopoeia in a
2.Use past perfect tense in
2.Use past perfect
answer questions.
2. Pick out different sensory sentence.
a sentence.
a sentence.
images from the story.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Marduk Creates the World Sensory Images
from the Spoils of Battle
Onomatopoeia
Past Perfect Tense
Past Perfect tense
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
332-335
339
340
345
345
We are going to study one
of the stories of Ancient
Persia now known as Iran.
Tell the LC.
Present the new lesson.
We are going to study
different sensory images
Tell the LC.
We are going to study
onomatopoeia
We are going to study past
perfect tense
We are going to st
perfect tense
Tell the LC.
Tell the LC and the enabling
Tell the LC and the
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Why do we need to know
stories of Iran?
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Why do we need to know
onomatopoeia?
Present the new tasks to be
accomplished-the five
senses chart.
objectives.
objectives.
Present the new tasks to be
accomplished-the five
senses chart.
Present samples of past
perfect tense.
Present samples o
perfect tense.
Lead them to understand
the selection by answering
the questions found in the
story.
Let them brainstorm the five
senses chart.
Lead them to fill out the
chart.
Lead them to understand
about onomatopoeia.
Lead them to understand
past perfect tense. Let them
make a pattern for the past
perfect tense.
Lead them to unde
past perfect tense
make a pattern for
perfect tense.
F. Developing Mastery
(Leads to Formative Assessment 3)
What was the condition
suggested by marduk in
order to fight Apsu?
Let them present their own
work.
Let them give their own
examples of onomatopoeia.
Let them give their own
examples of onomatopoeia.
Let them give their
examples of onom
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we use this in our
life?
When do we apply theme in
our life?
When do we apply
onomatopoeia in our life?
When do we past perfect
tense?
When do we past
tense?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Can we consider Marduk as
an evil god? Why or why
not? ½ sheet of paper.
How did filling out the chart
helps you understand the
story? ½ sheet of paper.
Let them give their own
examples of onomatopoeia
and use it in a sentence. ½
sheet of paper. @
onomatopoeia and
Let them construct 5
sentences in past perfect
tense in ½ sheet of paper.
Let them construct
sentences in past
tense in ½ sheet o
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
sentences.
`
J. Additional Activities for
Application or Remediation
Grade 8-Star is ICL.
BBB.
```````````
Grade 8- Moon is
REMARKS
XXXVIII. REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
HEAD TEACHER III
PRINCIPAL III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
SECONDARY SCHOOL PRINCIPAL III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 17-21, 2020
Time: 7:30-8:30, 9:30-10:30
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7-IV-c-9
1. Know the different
homonymous.
2. Use different
homonymous in a sentence.
EN7-IV-c-9
1. Know the different
homonymous.
2. Use different
homonymous in a sentence.
EN7-IV-c-9
1. Know the different
homonymous.
2. Use different
homonymous in a sentence.
EN7-IV-c-4
1. Define imperative.
2. Differentiate positive from
negative imperatives.
3. Construct imperatives.
EN7-IV-c-4
1. Define imperativ
2. Differentiate pos
negative imperativ
3. Construct imper
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Homonymous
Homonymous
Homonymous
Imperatives
Imperatives
461, 468-469
461, 468-469
461, 468-469
478, 483-484
478, 483-484
470-471
470-471
470-471
472-473
472-473
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to study
Homonymous.
We are going to study
Homonymous.
We are going to study
Homonymous.
We are going to study
Imperative Sentence.
We are going to st
Imperative Senten
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Tell the LC and the
enabling objectives.
Present the new lesson.
Tell the LC and the enabling
objectives.
Present the new lesson.
Tell the LC and the
enabling objectives.
Present the new lesson.
Tell the LC and the enabling
objectives.
Present the new lesson to
the learners.
Tell the LC and the
objectives.
Present the new le
the learners.
Present the different
Homonymous.
Present the different
Homonymous.
Present the different
Homonymous.
Lead them to differentiate
Homonymous.
Lead them to differentiate
Homonymous.
Lead them to differentiate
Homonymous.
Lead them to understand
imperative sentence.
Let them differentiate
positive from negative
imperatives.
Lead them to unde
imperative sentenc
Let them differenti
positive from nega
imperatives.
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them analyse the
meaning by the use of
sentence.
Let them analyse the
meaning by the use of
sentence.
Let them analyse the
meaning by the use of
sentence.
Let them answer the Select
Word to form imperative
sentence.
Let them answer t
Word to form impe
sentence.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we usually apply
Homonymous?
When do we usually apply
Homonymous?
When do we usually apply
Homonymous?
When do we apply
imperative sentence?
When do we apply
imperative sentenc
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct
sentences using different
Let them construct
sentences using different
Let them construct
sentences using different
Let them construct
imperative sentence from
Let them construc
imperative sentenc
homonymous. ½ sheet of
paper.
homonymous. ½ sheet of
paper.
homonymous. ½ sheet of
paper.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
the given setting: Home,
school, Church, and
Mall.1/2 sheet of paper.
the given setting: H
school, Church, an
Mall.1/2 sheet of p
J. Additional Activities for
Application or Remediation
CCC.
REMARKS
XXXIX.
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
PRINCIPAL III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 17-21, 2020
Time: 1:00-2:00, 2:00-3:00
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
MONDAY
TUESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
WEDNESDAY
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cul
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8-G-IVi-3
EN8LT-IVg-2.2.5
EN8LT-IVg-2.2.5
EN8G-IVh-14
EN8G-IVh-14
1. Identify past perfect
1. Unlock difficulties.
1. Unlock difficulties.
1. Identify direct and indirect 1. Identify direct an
tense.
2. Read intensively to
2. Read intensively to
speech.
speech.
2. use past perfect tense in
answer questions.
answer questions.
2. Use direct and indirect
2. Use direct and i
a sentence.
speech.
speech.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Past perfect Tense
The King Is The KIng
The King Is The King
Direct and Indirect Speech
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
345
351-355
351-355
362
362.
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
We are going to study The
King is the King.
Tell the LC.
We are going to study The
King is the King.
Tell the LC.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
We are going to D
Indirect Speech.
Tell the LC and the
objectives.
C. Presenting Examples/Instances of
the Lesson
We are going to study past
perfect tense.
Tell the LC.
Why do we need to know
stories of Iran?
Present past perfect tense
with examples.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Unlock difficulties.
Let them read the selection.
Present the new lesson.
Present samples of Direct
and indirect speech.
Present the new l
Present samples o
and indirect speec
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to analyse past
perfect tense..
Let them to understand the
selection by answering
Activity 1.
Let them to understand the
selection by answering
Activity 1.
Lead them to analyse the
sample sentences.
Lead them to anal
sample sentences
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them answer the
practice exercise-A.
Do you think assuming the
role of a King is a good or
bad thing to happen?
Do you think assuming the
role of a King is a good or
bad thing to happen?
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech
them express in In
speech.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply past
perfect tense?
When do we apply
assuming the role of a King
in our life?
When do we apply
assuming the role of a King
in our life?
When do we apply direct
and indirect speech?
When do we apply
and indirect speec
E. Discussing New Concepts and
Practicing New Skills #2
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct 5
sentences in past perfect
tense.
What is the theme that you
can get from the selection?
½ sheet of paper.
What is the theme that you
can get from the selection?
½ sheet of paper.
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct
speech and transfo
indirect speech. ½
paper.
Grade 8-Star is ICL.
Grade 8- Moon is
J. Additional Activities for
Application or Remediation
CCC.
```````````
REMARKS
XXXIX.
REFLECTION
`
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
NOTED BY:
ALEXANDER M. PASCUAL
HERMINIO C. TOMINES,
Ed D.
HEAD TEACHER III
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/Objectives/
Write the LC Code for each
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 24-28, 2020
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
EN7-IV-c-4
1. Define imperative.
2. Differentiate positive from
negative imperatives.
3. Construct imperatives.
EN7-IV-c-4
1. Define imperative.
2. Differentiate positive from
negative imperatives.
3. Construct imperatives.
EN7-IV-c-4
1. Define imperative.
2. Differentiate positive from
negative imperatives.
3. Construct imperatives.
EN7G-IV-d-4
1. Identify different
prepositions.
2. Use different prepositions
in a sentence.
EN7G-IV-d-4
1. Identify differen
prepositions.
2. Use different pr
in a sentence.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
Imperative Sentence
478, 483-484
Imperative Sentence
478, 483-484
Imperative Sentence
478, 483-484
Preposition Flash
478, 483-484
Preposition Flash
478, 483-484
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
472-473
472-473
472-473
488-490
488-490
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to study
Imperative Sentence.
We are going to study
Imperative Sentence.
We are going to study
Imperative Sentence.
Recap the previous lesson.
We are going to study
prepositions.
Recap the previou
We are going to st
prepositions.
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Tell the LC and the
enabling objectives.
Present the new lesson to
the learners.
Tell the LC and the enabling
objectives.
Present the new lesson to
the learners.
Tell the LC and the
enabling objectives.
Present the new lesson to
the learners.
Tell the LC and the enabling
objectives.
Present the new lesson.
Tell the LC and the
objectives.
Present the new le
Present samples of
prepositions.
Present samples
prepositions.
Lead them to analyse the
different prepositions.
Let them analyse the
sentences with different
prepositions.
Lead them to anal
different prepositio
Let them analyse t
sentences with dif
prepositions.
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
Lead them to understand
imperative sentence.
Let them differentiate
positive from negative
imperatives .Let them
group into 3 and give
different tasks.
Let them present
Lead them to understand
imperative sentence.
Let them differentiate
positive from negative
imperatives .Let them group
into 3 and give different
tasks.
Let them present
Lead them to understand
imperative sentence.
Let them differentiate
positive from negative
imperatives .Let them
group into 3 and give
different tasks.
Let them present
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them answer the Select
Word to form imperative
sentence.
Let them answer the Select
Word to form imperative
sentence.
Let them answer the Select
Word to form imperative
sentence.
Let them do the preposition
flash
Let them do the pr
flash
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply
imperative sentence?
When do we apply
imperative sentence?
When do we apply
imperative sentence?
When do we apply the use
of prepositions?
When do we apply
of prepositions?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct
imperative sentence from
the given setting: Home,
school, Church, and
Mall.1/2 sheet of paper.
Let them construct
imperative sentence from
the given setting: Home,
school, Church, and
Mall.1/2 sheet of paper.
Let them construct
imperative sentence from
the given setting: Home,
school, Church, and
Mall.1/2 sheet of paper.
Let them construct
sentences using different
prepositions.
Let them construc
sentences using d
prepositions.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
J. Additional Activities for
Application or Remediation
DDD.
XL.
REMARKS
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
HOLIDAY
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and Febuary 24-28, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8G-IVh-14
EN8G-IVh-14
EN8G-IVh-14
EN8G-IVh-14
EN8G-IVh-14
1. Identify direct and indirect 1. Identify direct and indirect 1. Identify direct and indirect 1. Identify direct and indirect 1. Identify direct an
speech.
speech.
speech.
speech.
speech.
2. Use direct and indirect
2. Use direct and indirect
2. Use direct and indirect
2. Use direct and indirect
2. Use direct and i
speech.
speech.
speech.
speech.
speech.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Direct and Indirect Speech Direct and Indirect Speech Direct and Indirect Speech
Direct and Indirect Speech
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
362
362
362
362
362
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to D
Indirect Speech.
Tell the LC and the
objectives.
Present the new l
Present samples o
and indirect speec
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to analyse the
sample sentences.
Lead them to analyse the
sample sentences.
Lead them to analyse the
sample sentences.
Lead them to analyse the
sample sentences.
Lead them to anal
sample sentences
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech
them express in In
speech.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply direct
and indirect speech?
When do we apply direct
and indirect speech?
When do we apply direct
and indirect speech?
When do we apply direct
and indirect speech?
When do we apply
and indirect speec
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
`
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct
speech and transfo
indirect speech. ½
paper.
J. Additional Activities for
Application or Remediation
HOLIDAY
DDD.
```````````
XL.
Grade 8-Star is ICL.
Grade 8- Moo
REMARKS
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
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and March 2-6, 2020
Time: 7:30-8:30, 9:30-10:30
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 7
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
The learner demonstrates understanding of how contemporary Philippine literature and various text in Philippine Literature and various text ty
through using reading, listening , and viewing, lexical and contextual cues, action verbs, WH questions, imperatives and preposition; giving cle
precise and concise information orally; composing simple informative text serve as means to respond to the demands of global village.
The learner actively performs in a multi-media informational presentation of multi- cultural highlights.
C. Learning
Competencies/Objectives/
Write the LC Code for each
EN7G-IV-d-4
1. Identify different
prepositions.
2. Use different prepositions
in a sentence.
EN7G-IV-d-4
1. Identify different
prepositions.
2. Use different prepositions
in a sentence.
EN7G-IV-d-4
1. Identify different
prepositions.
2. Use different prepositions
in a sentence.
II. CONTENT
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.
III. LEARNING RESOURCES
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
position Flash
Preposition Flash
Preposition Flash
478, 483-484
478, 483-484
478, 483-484
488-490
488-490
488-490
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson(A. review
and presentation of new lesson)
We are going to study
prepositions.
We are going to study
prepositions.
We are going to study
prepositions.
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
Tell the LC and the
enabling objectives.
Present the new lesson.
Tell the LC and the enabling
objectives.
Present the new lesson.
Tell the LC and the
enabling objectives.
Present the new lesson.
Present samples of
prepositions.
Present samples of
prepositions.
Present samples of
prepositions.
Lead them to analyse the
different prepositions.
Let them analyse the
Lead them to analyse the
different prepositions.
Let them analyse the
Lead them to analyse the
different prepositions.
Let them analyse the
D. Discussing New Concepts and
Practicing New Skills #1
Tell the LC and the enabling
objectives.
Tell the LC and the
objectives.
sentences with different
prepositions. Give them
different tasks
sentences with different
prepositions. Give them
different tasks
sentences with different
prepositions. Give them
different tasks
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
Let them do the preposition
flash
Let them do the preposition
flash
Let them do the preposition
flash
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply the use
of prepositions?
When do we apply the use
of prepositions?
When do we apply the use
of prepositions?
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct
sentences using different
prepositions.
Let them construct
sentences using different
prepositions.
Let them construct
sentences using different
prepositions.
Grade 7- Eagle is ICL
Grade 7- Dove is ICL
Lead them to form
generalization.
Lead them to form
generalization.
J. Additional Activities for
Application or Remediation
EEE.
XLI.
REMARKS
REFLECTION
HOLIDAY
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed. D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL
PRINCIPAL III
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
RIZAL COMPREHENSIVE NHS
School:
Teacher: FLORENDO M. LUCAS JR.
Teaching Dates and March 2-6, 2020
Time: 1:00-2:00, 2:00-3:00
MONDAY
TUESDAY
WEDNESDAY
Grade Level: 8
Learning Area: English
Quarter: FOURTH
THURSDAY
FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Cu
those of other countries.
A. Content Standards
The learner demonstrates understanding of: Southeast Asian Literature as an expression of philosophical and religious beliefs; information flow
various text types; fantasy and opinion in listening and viewing materials; word decoding strategies; and use of information sources, active an
constructions, direct/reported speech, perfect tenses and logical connectors in journalistic writing.
B. Performance Standards:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a m
oral speech featuring use of property acknowledge information sources, grammatical signals for opinion-making, persuasion and emphasis an
appropriate prosodic features, stance and behaviour.
EN8G-IVh-14
EN8G-IVh-14
EN8G-IVh-14
EN8G-IVh-14
EN8G-IVh-14
1. Identify direct and indirect 1. Identify direct and indirect 1. Identify direct and indirect 1. Identify direct and indirect 1. Identify direct an
speech.
speech.
speech.
speech.
speech.
2. Use direct and indirect
2. Use direct and indirect
2. Use direct and indirect
2. Use direct and indirect
2. Use direct and i
speech.
speech.
speech.
speech.
speech.
C. Learning
Competencies/Objectives:
Write the LC Code for each
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
Direct and Indirect Speech Direct and Indirect Speech Direct and Indirect Speech
Direct and Indirect Speech
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 conc
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
362
362
362
362
362
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to Direct and
Indirect Speech.
Tell the LC and the enabling
objectives.
Present the new lesson.
Present samples of Direct
and indirect speech.
We are going to D
Indirect Speech.
Tell the LC and the
objectives.
Present the new l
Present samples o
and indirect speec
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURESS
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Lead them to analyse the
sample sentences.
Lead them to analyse the
sample sentences.
Lead them to analyse the
sample sentences.
Lead them to analyse the
sample sentences.
Lead them to anal
sample sentences
F. Developing Mastery
(Leads to Formative Assessment 3)
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech and let
them express in Indirect
speech.
Give Direct speech
them express in In
speech.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
When do we apply direct
and indirect speech?
When do we apply direct
and indirect speech?
When do we apply direct
and indirect speech?
When do we apply direct
and indirect speech?
When do we apply
and indirect speec
H. Making Generalizations and
Abstractions about the Lesson
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
Lead them to form
generalization.
I. Evaluating Learning
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
`
Let them construct 3 direct
speech and transform into
indirect speech. ½ sheet of
paper.
Let them construct
speech and transfo
indirect speech. ½
paper.
E. Discussing New Concepts and
Practicing New Skills #2
J. Additional Activities for
Application or Remediation
HOLIDAY
EEE.
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REMARKS
Grade 8-Star is ICL.
Grade 8- Moo
XLI.
REFLECTION
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
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used/discover which I
wish to share with other teachers?
PREPARED BY:
FLORENDO M. LUCAS JR.
TEACHER III
PRINCIPAL III
CHECKED BY:
ALEXANDER M. PASCUAL
Ed D.
HEAD TEACHER III
NOTED BY:
HERMINIO C. TOMINES,
SECONDARY SCHOOL