Republic of the Philippines
Department of Education
Region XII
Kidapawan City Division
Spottswood National High School
DAILY LESSON PLAN
Grade Level
Week
7
5
I-OBJECTIVES
A. Content Standard
Learning Area
Day
English
1
Quarter
3
Mar. 04, 2024
The learner demonstrates understanding of: Philippine literature in the
Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word
relationships and associations; informative speech forms; and
use of direct/reported speech, passive/ active voice, simple past and
past perfect tenses, and sentence connectors.
B. Performance
Standard
The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short narrative texts
using schema and appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through various formats; and
enriching written and spoken communication using direct/reported
speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately.
C. Learning
Competency/ies
EN7VC-IV-i-16: Express one’s beliefs/convictions based on a material
viewed
1.1 Differentiate beliefs and convictions by examining the various
examples presented
Expressing One’s Beliefs/Convictions
II-CONTENT
III- LEARNING RESOURCES
A. References
1. Teacher’s Guide Page/s: N/A
2. Curriculum Guide Page/s: N/A
2. Learner’s Materials Pages:
3. Textbook Pages:
4. Additional Materials from learning Resources(LR) portals: N/A
B. Other Learning
Resources
IV- PROCEDURES
A. Reviewing previous lesson - The teacher asks the class of their knowledge regarding the prior
or presenting the new lesson
lesson.
1. In a children's book featuring Filipino folk tales and myths, what
aspect is being highlighted?
2. In a story set during World War II, what is likely to have a
significant impact on the narrative?
3. A novel featuring characters struggling to adapt to life in a
polluted city is most likely influenced by:
4. In a narrative set during a time of famine and poverty, what
factor is likely to have a significant impact on the storyline?
B. Establishing a purpose for
the lesson
C. Presenting illustrative
examples/instances of the
lesson
At the end of the lesson, the students are expected to:
 Differentiate beliefs and convictions by examining the various
examples presented
Activity 1. Find Me
Directions: Unlock terms which could be found in the crossword
puzzle. Refer to the given descriptions and clues below.
U
N
I
T
Y
P
Q
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A
B
F
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A
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W
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X
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T
C
A
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X
Q
F
H
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Z
G
A
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F
K
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F
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I
E
A
K
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L
J
H
L
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H
D
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1. The act of coordinating or moving toward union (5-letter
word, horizontal)
2. Society’s belief and ways of life (7-letter word, vertical)
3. Morally good behavior (6-letter word, vertical)
4. A basic truth that helps you know what is wrong and
right (9-letter word, vertical)
5. The quality of state of having many different form (9-letter
word, horizontal)
The teacher tells that the words found are connected to the day’s
discussion.
- The teacher defines beliefs and convictions.
-
D. Discussing the new
concepts and practicing new
skills#1
E. Discussing new concepts
and new skills #2
F. Developing
mastery(guides formative
assessment)
-
The teacher give examples of beliefs and convictions.
Activity 2: Are you a Filipino?
Directions: Differentiate beliefs and convictions by performing varied
Filipino beliefs and convictions. Read and perform your assigned tasks.
Group 1 – Pagmamano (Blessing Elders)
Group 2 – Saying "Po" and "Opo" (Respectful Yes)
Group 2 – Bayanihan (Community Spirit)
Group 2 – Kapwa (Shared Identity)
Rubrics
Criteria
Excellent
(3 points)
Good
(2 points)
Fair
(1 point)
Understanding
Student
demonstrates a
clear understanding
of Filipino beliefs
and convictions,
accurately
portraying them in
the role play.
Student is highly
engaged and
enthusiastic during
the role play,
effectively capturing
the essence of the
Student shows
understanding of
Filipino beliefs
and convictions
but may have
minor
inaccuracies in
portrayal.
Student
demonstrates
engagement and
involvement in the
role play,
maintaining
Student's
portrayal of
Filipino beliefs
and convictions is
somewhat unclear
or inaccurate.
Engagement
Student shows
some
engagement in
the role play but
may appear
somewhat
Respectfulness
Collaboration
G. Finding Practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
scenario within the
2-minute time
frame.
interest
throughout the 2minute time
frame.
Student shows
utmost respect in
their portrayal of
Filipino traditions,
using appropriate
gestures and
language to convey
respect throughout
the 2-minute time
frame.
Student effectively
collaborates with
partners (if
applicable), creating
a cohesive and
believable role play
scenario within the
2-minute time frame
Student
demonstrates
respect for Filipino
traditions but may
have occasional
lapses in
appropriateness
within the 2minute time
frame.
Student
cooperates with
partners to create
a role play
scenario but may
have some
difficulty
maintaining
coherence within
the 2-minute time
frame.
disinterested or
distracted at
times, affecting
the 2-minute time
frame.
Student's
portrayal lacks
consistent
respectfulness
towards Filipino
traditions,
affecting the 2minute time
frame.
Student struggles
to collaborate with
partners, resulting
in a somewhat
disjointed role
play within the 2minute time
frame.
1. How do your strong beliefs affect how you use what you've
learned every day?
2. Can you share an example of when your deep convictions
helped you apply something you learned in your daily routine?
3. How do you decide what to do with what you've learned based
on your strong beliefs versus just thinking it's true?
- The teacher poses the following questions:
1. When can we say that it is a belief?
2. How about convictions?
3. Do beliefs and convictions have differences in what way?
I. Evaluation of Learning
J. Additional activities for
application or remediation
V. REMARKS
Activity 3: Belief or Conviction
Direction: Differentiate beliefs and convictions by examining the various
examples presented. Write “belief” if the statement is something that an
individual considers as the truth, and “conviction” if the statement is a
firm belief in something that an individual is convinced of.
1. I personally believe that things happen for a reason, so I try to be
positive even in difficult times. (belief)
2. I think we must really follow basic health protocols like wearing of
face masks and face shields and maintaining social distancing
because they help prevent Covid-19 from spreading and infecting
more people. (conviction)
3. I am wholeheartedly convinced that education is the key to breaking
the cycle of poverty, which is why I'm committed to mentoring
underprivileged students. (conviction)
4. I strongly believe that honesty is the best policy, and I strive to
always speak the truth. (belief)
5. I am deeply convicted about the need to protect the environment,
and I volunteer regularly to clean up local parks. (conviction)
Assignment:
In a ½ sheet of paper, give at least 3 examples of beliefs and 3
examples of convictions. This will be passed tomorrow.
VI. REFLECTION
A. No. of
B. No. of learners who
C. Did the remedial
D. No. of learners who continue
learners who
scored below 80% who
lessons work? No. of to require remediation:
earned 80% in
needs additional activities learners who have
_________
the evaluation:
for remediation: _______ caught up with the
________
lesson: ______
E. Which of my teaching strategy/ies worked well? Why did these work?
F. What difficulties did I encounter which my principal or superior can help me solve?
Prepared by:
Checked by:
GRAZEL S. ROBANTE
Pre-Service Teacher
GLENDA R. BIATING
Cooperating Teacher
NOTED:
LUZVISAMINDA B. DEQUIT, MEIL
School Head