GRADE 7-

SCHOOL BAGAMANOC RDHS GRADE & SECTION

ADMIRABLE
TEACHER MANILYN V. VILLAREY LEARNING AREA ENGLISH

TEACHING DATE Formatted: Font: +Headings (Cambria), 12 pt

NOVEMBER 21, 2019 QUARTER THIRD
DAILY LESSON & TIME Formatted: Height: 11"
LOG Formatted: Font: 12 pt
Formatted: Font: +Headings (Cambria), 12 pt

I. OBJECTIVES

The learner demonstrates understanding of Philippine Formatted: Font: +Headings (Cambria), 12 pt

a. Content Standard
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.

The learner transfers learning by: showing ways of asserting Formatted: Font: +Headings (Cambria), 12 pt
one‘s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through
b. Performance Standard
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.

EN7LT-III-f-5: Discover literature as a tool to assert one‘s Formatted: Font: +Headings (Cambria), 12 pt, Font color:
Red
unique identity and to better understand other people
Formatted: Font: +Headings (Cambria), 12 pt
EN7LT-III-f2.2.3: Determine tone, mood, and purpose of the
author Formatted: Left

c. Learning o Define what is Tone, Mood, and Author’s Purpose Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
0.25" + Indent at: 0.5"
Competencies/Objectives o Identify the tone, mood, and purpose of the given text
o Create a text using the given Author’s Purpose Formatted: Font: +Headings (Cambria), 12 pt
a. Formatted: Indent: Left: 0.38", No bullets or numbering
b.
c.

II. CONTENT Tone, Mood, and Purpose of the Aauthor Formatted: Font: +Headings (Cambria), 12 pt
Formatted: Font: +Headings (Cambria), 12 pt

III. LEARNING RESOURCES

 References
A. Teacher’s Guide Pages pp.358-359 Formatted: Font: +Headings (Cambria), 12 pt

B. Learner’s Materials Pages English 7, pp 356-363362-363 Formatted: Font: +Headings (Cambria), 12 pt

Formatted: Font color: Auto
C. Textbook Pages Formatted: Font: +Headings (Cambria), 12 pt

D. Additional Materials from the Formatted: Font: +Headings (Cambria), 12 pt

LR Portal Formatted: Font: +Headings (Cambria), 12 pt

E. Other Learning ```Resources Power pointPowerPoint presentation and Visual aids Formatted: Font: +Headings (Cambria), 12 pt

IV. PROCEDURES
 House Rules
- Listen carefully and attentively when someone is
a. Reviewing previous lesson or speaking.
presenting the new lesson - Be courteous in asking questions.
- Avoid creating so much noise.
- Show respect at all times.
- Be diligent and cooperative in all activities.
 Setting House Rules before the
beginning of the motivation
activity.
(Providing Motivation through Banana Acrostic)
 Show students’
The teacher will review previous lesson. (Letter Writing, Formatted: Font: +Headings (Cambria), 12 pt
performance/participation
Diary, and Travelogue) Formatted: Left, Space After: 0.05 pt, Line spacing:
appreciation by saying, “very Multiple 1 li
good”, “very well said”,
the activity below: Formatted: Font color: Auto
“awesome, “wonderful” or
Unscramble the letters below to the magical words. Formatted: Font: +Headings (Cambria), 12 pt, Font color:
through clapping. Red
ERPA RISCPIN
 Formatted: Space After: 0.05 pt, Line spacing: Multiple 1 li
ANGM ESCAR
Formatted: Indent: Left: 0.5", No bullets or numbering
MINEFA
Formatted: Left, Space After: 0.05 pt, Line spacing:
Multiple 1 li
b. Establishing a purpose for the (Localization and Contextualization)
lesson
Ask the students: Formatted: Normal
 Who among you here considers banana as your Formatted: Normal, No bullets or numbering
favorite food? Formatted: Indent: Left: 0.5", No bullets or numbering
 What varieties of banana do you know?
 What months do you usually see and buy banana in the
Formatted: Font: +Headings (Cambria), 12 pt
market?
Formatted: Justified
The teacher will establish purpose for the lesson through a
Formatted: Font: +Headings (Cambria), 12 pt
 Ensure learners’ active game. , Tthe learners will form a word out of the jumbled
participation through allowing letters: Formatted: Font: +Headings (Cambria), 12 pt

them to express their opinions given numbers corresponding to each letter. Formatted: Justified, Right: 0.03", Space After: 0.05 pt,
Line spacing: Multiple 1 li
 through the use of ‘like Formatted: Font: +Headings (Cambria), 12 pt
symbols’. OODM 9-5-5-2
8-5-ON6-1TE
3-7-4-3-5-10-14URPOSEP

What words were you able to form?

(Mood, Tone, Purpose)

The teacher shows samples of student’s output (from their

c. Presenting examples/instances Diary) and ask them how they feel when they read it.
of the new lesson  How do you feel when you read each line? If you’re going Formatted: Font: (Default) +Headings (Cambria), 12 pt
to post this on Facebook, which emoticon will you use? Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
0.25" + Indent at: 0.5"
Formatted: Normal, No bullets or numbering

(Science, ICT and NumericalMAPEH Integration)

“Dust in the Wind”

The teacher will show the lyrics of the song, then ask the Formatted: Font: +Headings (Cambria), 12 pt
learners to read the following lines from a song and how they Formatted: Font: +Headings (Cambria), 12 pt
feel.. Formatted: Font: +Headings (Cambria), 12 pt

I close my eyes, only for a moment and the moments Formatted: Justified
gone. All we are is dust in the wind. All we are is dust
in the wind. (Time goes by so fast. We’re here today
and gone tomorrow. We cannot bring back time.
Once we’re gone, it’s all over.)
1. There‘s one hopeful soul , I must say. Formatted: Font: +Headings (Cambria), 12 pt

2. Aye, it‘s your Pare Crispin. Formatted: Indent: Left: -0.25"

c.

How do you feel when you read each line?

d. Discussing new concepts and
Formatted: Font: +Headings (Cambria), 12 pt
practicing new skills #1
The teacher will discuss mood & tone.
Formatted: Font: +Headings (Cambria), 12 pt
Tone is the way of the writer to show her/his attitude towards
the characters/subjects in the story/text. It may remain the
same all throughout the story However, it can also change Formatted: Indent: Left: 0.5", No bullets or numbering
based on the writer. #BRAIN

Mood is the general feeling the reader gets while reading a

story. The reader may feel excited, happy, scared, lonely, sad,
 Ensure learners’ active
overjoyed, frustrated , depressed. #HEART
participation through letting Formatted: Font: +Headings (Cambria), 12 pt
them answer the following
 questions regarding the Tone is the way of the writer to show her/his attitude towards
selection. the characters in the story. It may remain the same all
throughout the story However, it can also change based on the
writer.

Mood is the general feeling the reader gets while reading a

story. The reader may feel excited , happy , scared , lonely , sad
, overjoyed , frustrated , depressed.

Let the students be guided with the motive question: “Who

created the world and how it was created?”, before allowing
them to read the selection.

(HOTS QUESTIONS)
Once they are done reading, let the class answer the comprehension
check.
1. How are your beliefs regarding the destination of dead people
different from those of the Maranaws?
2. Do you also believe in angels, dwarfs and nymphs? How your
beliefs differ from that of the Maranaws?
3. If you will be one of the characters in the myth, who would you
be and why?

e. Discussing new concepts and When you’re reading it’s always important for you to
practicing new skills #2 understand

 Show students’
performance/participation
appreciation by saying, “very
good”, “very well said”, or
through clapping.
The teacher will discuss the different purpose of the author. Formatted: Font: +Headings (Cambria), 12 pt
Author‘s Purpose
1. To inform- to tell about a particular information or
facts.
2. To persuade – to encourage someone to do something.
To entertain –to provide enjoyment Formatted: Indent: Left: 0.5", No bullets or numbering
In 30 seconds, list down as much as you can the things/texts Formatted: Font:
inside the classroom that tells you or encourage you to do Formatted: No bullets or numbering
something or think in a certain way.

In 30 seconds, list down as much as you can the things/texts Formatted: Justified, No bullets or numbering
inside the classroom that tell about a particular information or
facts.

In 30 seconds, list down as much as you can the texts inside

the classroom that provides enjoyment, relaxation,
entertainment – it can be story or something funny.
 The teacher will discuss the different purpose of the author.

Author‘s Purpose (PIE)

1. To persuade – to encourage someone to do something
or think in a certain way.
2. To inform- to tell about a particular information or
facts.
3. To entertain –to provide enjoyment

What do you think is the purpose of writing a Diary,

To further understand the story, let the class have another

activity.

Candy Confessions Activity

Ask few students to choose a candy of any color. Then, unveil
that for each color, they must reveal a different type of facts or
beliefs similar or dissimilar to the theories of Maranaws with
regards to many things about the world as stated in the
selection.

Green candy - dead people/soul of the dead

Yellow candy – heaven
Red candy – angels
Blue candy – the creation/origin of the world

Raise your Flag Activity

Allow the students to hold two flags whereas the words legend
and myth are either written on it. Let them race whichever of
the legend or myth flag depending on the characteristic
mentioned by the teacher.

f. Developing mastery
- House Rules Formatted: Indent: Left: 0.75", No bullets or numbering
- Listen carefully and attentively when someone is
speaking.
- Be courteous in asking questions.
 Setting House Rules before the
beginning of the group task.
 Show students’
performance/participation
appreciation by saying, “very
good”, “very well said”, or
through clapping after each
performances.
- Avoid creating so much noise.
- Show respect at all times.
- Be diligent and cooperative in all activities.
DIFFERENTIATED ACTIVITIES
Time limit: Preparation – 5 minutes, Presentation – 2 minutes
-
- PERSUADE
o Sell a PIE! Help us advertise our pie by
writing something about it that will make our
customers wanting for more! Make them
crave for more!
- INFORM
o PIE News Report! Make a report about your
pie! Inform the public its nutritious goodness.
- ENTERTAIN
o Tell me a PIE story! Narrate a short story
involving your pie! Keep your audience
interested and engaged!
Criteria:
10% Teamwork
30% Creativity
30% Mechanics
30% Presentation
The learners will make a table and cite specific lines from the
story and identify the tone, mood, and author‘s purpose.
Lines from Mood Tone Auth or‘s Formatted: Font: +Headings (Cambria)
the story purp ose Formatted: Centered
Formatted Table
Formatted: Font: +Headings (Cambria), 12 pt
Formatted: Font: +Headings (Cambria), 12 pt
Formatted: Font: +Headings (Cambria), 12 pt
(Music, Arts and P.E Integration) Formatted: Font: +Headings (Cambria), 12 pt
Group Differentiated Activities:
Group 1 (Artwork out of Words) –Draw the earth with its
different layers as described by the Maranaws in the selection.
Afterwards, present your output to the class.
Group 2 (Talk Show on the Go) – Present a short talk show
performance that aims to let the viewers and listeners be
informed of the beliefs of the Maranao people on the origin of
the world.

Task Instructions:
1. Assign who would be the characters in your talk show.
2. Act out an interview manner presentation between the
host of the show and his/her guests.
3. Present important facts about Maranaws beliefs on the
origin of the world.
4. The talk show must last for 2-3 minutes only.

Group 3 (Let’s Create Our Own World) – If your group will

be given a chance to create the world according to what you
want it to be provided that it must still have layers, how would
it be?. Make your own brief story of the origin of the world
through a skit presentation and present your story to the class.

Group 4 (Move it, Move it) – Create a dance moves that your
group thinks that best suited to dance out how the world was
created by the Great Being mentioned in the selection.
Task Instructions:
1. Decide for your dance moves
2. Be creative in presenting your dance number.
3. Maximize your presentation for only 3 minutes.

A rubric for the differentiated activities will be presented to the

class, so that they will have the idea on how they’re output is
going to be rated.

g. Finding practical application of HOTS QUESTIONS
concepts and skills in daily
living
 Show students’
performance/participation
appreciation by saying, “very
good”, “very well said”, (Contextualization)
“wonderful”, “great” or through
clapping.
h. Making generalizations and
(Values Education Integration)
abstractions about the lesson
 Show students’
performance/participation
appreciation by saying, “very
good”, “very well said”,
“awesome”, “wonderful” or
through clapping.
 Formatted: Font: +Headings (Cambria), 12 pt
 Ensure learners’ active
participation through letting
them answer the following
HOTS questions regarding the
selection.
Formatted: No bullets or numbering
(Araling Panlipunan Integration) Formatted: Font: Bold
o Election (Campaign speech, Campaign Song/jingle) Formatted: Font: +Headings (Cambria), 12 pt
o Town crier or announcer – Umalohokan (ancient Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
Filipino barangays), Bandillo (Spanish colonization) 0.25" + Indent at: 0.5"
Formatted: Font: +Headings (Cambria), 12 pt
Formatted: List Paragraph, Justified, Bulleted + Level: 1 +
Aligned at: 0.25" + Indent at: 0.5"
Formatted: Font: +Headings (Cambria), 12 pt
Formatted: Font: +Headings (Cambria), 12 pt
1. Why do we have to use appropriate tone and mood in Formatted: No bullets or numbering
daily conversations? Formatted Table
2. (Values Education Integration) Let’s say that Anna Formatted: Font color: Auto
3. How the author affects the reader and how he Formatted: Font: (Default) +Headings (Cambria), 12 pt
conveys/communicates the message in the most Formatted: List Paragraph, Line spacing: Multiple 1 li,
effective way? Numbered + Level: 1 + Numbering Style: 1, 2, 3, … + Start
4. Why is it important to know the author‘s purpose? at: 1 + Alignment: Left + Aligned at: 0.25" + Indent at:
0.5"
Formatted: Font:
Formatted: Font:
Based on the given selection, pinpoint the beliefs of the Formatted: Font color: Red
Maranaws on the origin of the world and state your own beliefs Formatted: List Paragraph, Justified, Numbered + Level: 1
when it comes to that matter by filling out the given table ++ Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment: Left
Aligned at: 0.25" + Indent at: 0.5"
below. Formatted: Font: +Headings (Cambria), Font color: Red
Formatted: Font: +Headings (Cambria), 12 pt, Font color:
Maranaws’ Beliefs My/Our Beliefs Red
Formatted: Font: (Default) +Headings (Cambria), 12 pt
Formatted: List Paragraph, Numbered + Level: 1 +
Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment: Left +
Aligned at: 0.25" + Indent at: 0.5"
Formatted: Font color: Red
HOTS QUESTIONS
1. How can we preserve these kinds of legends and myths Formatted: Normal, Left, No bullets or numbering
stories?
2. What elements do you find in the biblical stories that
are present in the selection and vice versa?
3. Why do you think it is important for the gates of the
heaven to be guarded?
Formatted: Normal, Indent: Left: 0.25", No bullets or
4. What do you think are the characteristics that one numbering
must possess in order for him/her to enter the heaven? Formatted: Indent: Left: 0.5", No bullets or numbering
If heaven is for real, how do you imagine it?
The learners will play a game entitled ―The emotional box. Formatted: Font: +Headings (Cambria), 12 pt
Formatted: Justified, Right: 0.02", Space After: 0.1 pt
 A box will be passed on containing strips of paper with
different statements. The learners will read his /her chosen
statements with appropriate mood, tone and identifying
author‘s purpose.
5.
Why is it important that we know how to identify the tone,
mood purpose of author for writing?

The learners will be grouped into ___ groups . They will read a Formatted: Font: +Headings (Cambria), 12 pt
dialogue below with appropriate tone , mood and identifying
its purpose.

A. Surprise! Happy birthday

B. Oh , thank you.
A: I don‘t know that you are here.
B: I am so happy today
A: You are always welcome. Formatted: Font: +Headings (Cambria), 12 pt

The learners will complete the table below, guided by the

statements below the tables.

Lines / Text Mood Tone Author‘s

purpose

i. Evaluation Formatted: Font: +Headings (Cambria), 12 pt

Individual Activity:
SLO-NATION (Slogan-Explanation)
Task Instructions:
1. Create a slogan based on the theme of the selection.
2. Be creative in playing with your words.
3. Prepare a short reflection or explanation about your
slogan.

SLOGAN:

EXPLANATION:
 A rubric for the evaluation activity will be presented to the
class, so that they will have the idea on how they’re output is
going to be rated.

SANTA TREE
ASSIGNMENT: Formatted: Font color: Red
1. Complete the “Invocation Chart” by filling out the
necessary ideas being asked in the chart.

j. Additional activities Criteria:

 Creativity - 20%
 Ideas/facts presented - 40%
 Mechanics - 30%
 Visual presentation - 10%
100%
Formatted: List Paragraph

V. REMARKS
Formatted: Font: 12 pt
The activities provided are all engaging that allow every
learners to actively participate in the discussion. Also, the use
of video presentation in presenting the selection is very much
effective for aside from it captures the inquisitive eyes of the Formatted Table
VI. REFLECTION
learners because of the images flashed, it is also became a good
way of shortening the time of reading of the selection.
However, limitation of activities should be observed to
maximize the given time allotted for the subject.

A. No. of learners who earned Formatted: Font: 12 pt

80% in the evaluation
B. No. of learners who require Formatted: Font: 12 pt
additional activities for
remediation who scored
below 80%
Formatted: Font: +Headings (Cambria), 12 pt
Prepared by: Formatted: Font: +Headings (Cambria)

DANICA S. MAGNOMANILYN V. VILLAREY Formatted: Font: +Headings (Cambria), 12 pt

Teacher I Formatted: Font: +Headings (Cambria)
Observed by:

ALMA A. VILLAFLOR LYDIA V. VELCHEZ

Head Teacher III Master Teacher I
 Department of Education
Region V (Bicol)
Division of Catanduanes
BAGAMANOC RURAL DEVELOPMENT HIGH SCHOOL
Bagamanoc, Catanduanes

RUBRIC FOR THE EVALUATION ACTIVITY

The teacher will present the rubric to the class for students to consult and will serves as
their guide for them to be aware on how they will be rated.

Outstandi Average Developin Insufficien Formatted: Font: 12 pt

CRITERIA ng (4 g t TOTAL
(5 points) points) (3 points) (2 points)
SLO-NATION Formatted: Font: +Headings (Cambria)

 Relevance to the topic

 Presentation of ideas
 Mechanics
 Creativity (visual impact)
 Originality

Formatted: Font: +Headings (Cambria)

Prepared by:

DANICA S. MAGNO Formatted: Font: +Headings (Cambria), 12 pt

Teacher I Formatted: Font: +Headings (Cambria)

Observed by:

ALMA A. VILLAFLOR
Head Teacher III
 LYDIA V. VELCHEZ
Master Teacher I

Department of Education
Region V (Bicol)
Division of Catanduanes
BAGAMANOC RURAL DEVELOPMENT HIGH SCHOOL
Bagamanoc, Catanduanes

RUBRICS FOR THE DIFFERENTIATED ACTIVITIES

The teacher will present these rubrics to the class for them to consult and will serve
as their guide for them to be aware on how they will be rated.

Outstandi Developin Insufficien Formatted: Font: 12 pt

Average
CRITERIA ng g t TOTAL
(4 points)
(5 points) (3 points) (2 points)
ARTWORK OUT OF WORDS Formatted: Font: +Headings (Cambria)

 Presentation 3
 Creativity 4
 Craftsmanship 3
 Interpretation 4
Total 0 8 6 0 14
TALKSHOW ON THE GO Formatted: Font: +Headings (Cambria)

 Relevance 5
 Facts presented 4
 Performance/Delivery 3
 Acting styles 3
Total 5 4 6 0 15
LET’S CREATE OUR OWN Formatted: Font: +Headings (Cambria)
WORLD
 Relevance 4
  Mechanics 3
 Presentation 3
 Originality 4
Total 0 8 6 0 14
MOVE IT, MOVE IT Formatted: Font: +Headings (Cambria)

 Creativity 4
 Message conveyed 4
 Expressions/Movements 4
 Impact and Presentation 4
Total 0 16 0 0 16
Formatted: Font: +Headings (Cambria)
Prepared by:

DANICA S. MAGNO Formatted: Font: +Headings (Cambria), 12 pt

Teacher I Formatted: Font: +Headings (Cambria)
Observed by:

ALMA A. VILLAFLOR
Head Teacher III

LYDIA V. VELCHEZ
Master Teacher I