WEEK 2 ENGLISH 9 AND 7 VERY FINAL.docx
- 1. GRADES 7 to 10 DAILY LESSON LOG School: BIANGAN INTEGRATED SCHOOL Grade Level: 9 & 7 Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH Teaching Dates and Time: NOVEMBER 14-18, 2022 (WEEK 2) 8:15-3:00 Quarter: 2nd QUARTER MONDAY ENGLISH 9 TUESDAY ENGLISH 7 WEDNESDAY ENGLISH 9 THURSDAY ENGLISH 7 FRIDAY ENGLISH 9 and 7 I OBJECTIVES A. Content Standard The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation. The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences. The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation. The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences. Conduct summative test. B. Performance Standard The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures. The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately. The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures. The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
- 2. appropriately. C. Learning Competency/s: Make connections between texts to particular social issues, concerns, or dispositions in real life - Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of short texts listened to - Use a search engine to conduct a guided search on a given topic - Make connections between texts to particular social issues, concerns, or dispositions in real life - Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of short texts listened to II CONTENT Lesson 2: Observing Others’ Circumstances The Mats by Francisco Arcellana Lesson 2: Observing Others’ Circumstances Determiners III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages P86-89 9 10 P75-89 11 2. Learner’s Materials pages P133-143 7-12 12-13 P119-132 13-14 3. Text book pages P133-143 P119-132 4. Additional Materials from Learning Resources B. Other Learning Resources Pictures Tarpapel/ real mat, & handouts ( Copies of the selection) handouts ( Copies of the selection) pictures chart/table/diagram ( sociogram) Activity sheet Pictures of a Filipino family IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Post pictures on the board Pre- assessment. Word Play: Unlocking Vocabulary Difficulties (10 minutes) a. The students will give the Review will focus on characters of the story and the situation they are in to. Share your responses on the additional task given. Let the students read the poem on p137 of the LM. silently. Simile will be reviewed. Pre-test: The learners will give at least three examples. (10 minutes)
- 3. meanings of words through demonstrations and examples. B. Establishing a purpose for the lesson Share your observations on the pictures. The learners will be asked to share ideas and observations related to death. (5 minutes) Let the students read the poem on pp135-136 of the LM. Motive question: “How does the persona deal with the circumstance he is in?” C. Presenting Examples/instances of new lesson Ask: As a teenager, how do you converse with your parents? With your peers? TOTAL RECALL: Activating Prior Knowledge (5 minutes) d. Ask students their experiences regarding remembering dead loved ones. e. Have them listen to similarities and differences of their experiences. Group activity: Let the students pick out difficult words in the poem entitled “The Man with the Hoe”. Share answers in pairs. D. Discussing new concepts and practicing new skills #1 Call two pairs to share their answers. SEE YOUR TEXT: LISTENING ACTIVITY a. The class will be divided into 10 groups. b. The concept of jigsaw reading will be discussed and each group will Discuss: List of difficult words from the poem. Let the students pick lines from the poem that captures their attention.
- 4. decide the parts to read and the order of reading these parts. d. They need to listen for cues that will signal transition of paragraphs or ideas. e. They must listen for important details about the narrative. ( 20 minutes) CHECK POINT (20 MINUTES) a. Process what the students have listened to by discussing the following: i. structure of the jigsaw reading vis-à- vis the structure of the narrative ii. importance of cues like transition devices, repetitions, pronouns and their antecedents b. The students will answer the comprehension questions
- 5. regarding the listening text. E. Discussing new concepts and practicing new skills #2 Create a dialogue between teenager and parents; teenagers and peers. WE ARE FAMILY: In depth discussion of the text (15 minutes) 1. Explain the concept of a sociogram. 2. Cite example for better understanding of it. 3. Guide them as they make the sociogram for the Angeles family. SPOKEN FOR: COMPARISON AND CONTRAST OF DETAILS (15 mins) a. Recall specific details about the mats given by Mr. Angeles by completing the table as a class. b. Lead them into constructing comparison-contrast sentences using words like both, and, but etc. c. Make the class further practice comparison-contrast by talking about Using difficult words in a sentence. Elaborate the meaning of the pick lines from the poem.
- 6. Filipino practices and beliefs regarding death. AS YOU LIKE IT: VOCABULARY Development (30 minutes) a. Have the class read the phrases with similes. b. Discuss with them the forms and functions of similes. c. Ask them to make comparisons of the given items using similes. Provide examples when necessary. d. Assign the class to make a research on Filipinos and other cultures‘, burial beliefs and practices. To facilitate the research, you can assign specific regions and nations to work on per student and/or group. e. Ask them to share their research with their group mates and have them summarize by writing comparison- contrast sentences /paragraphs using similes. f. Have them
- 7. prepare an oral report for their output. F. Developing mastery (Leads to Formative Assessment) Call the two pairs to present their output in class. Engage the students in the discussion by processing the questions from p137 of the LM. Discuss: What do those lines mean to you? TASK 3. CERTAINLY CERTAIN (15 minutes) 1. The learners will study the given phrases and they will answer the questions that follow: a. What word introduces each phrase? b. What do these words do to the nouns in the phrases? 3. They will look for other phrases that are introduced by the determiners like a, an, the, that,, his, etc. G. Finding Practical applications of concepts and skills Ask: What have you learned from the dialogue that you have created? Sharing of answers in pairs. Share answers with partner. MAKING IT WHOLE: Unguided Practice (15 minutes) a. Ask the class to read the whole passage. b. Throw some comprehension questions about it. c. Have them answer the exercise. d. Process their answers by asking them why they use such determiners. H. Making generalizations and abstractions about the lesson Complete the sentence: Today, I realized… Call any pairs to present their answers in class. Ask: What have you learned out from the poem? SYNTHESIS (15-20 minutes) a. The class will describe the Angeles family. b. Have them cite events/situations in the story that support their descriptions. c. Make the class see the social dynamics of a Filipino family. d. Highlight the importance
- 8. of the members of the family even the dead ones I. Evaluating Learning Ask: How do you view other people’s circumstances? Call any pairs to present their answers in class. Group activity: Present answers through news report. J. Additional activities for application or remediation Rethink their responses on the said question. Read in advance the poem “Sonnet 29” on p137 of the LM. Group activity: Present answers through news report. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of Learners who require additional activities for remediation C. Did the remedial 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
- 9. Prepared by: Checked by: Approved: CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA Teacher I Academic Head School Principal