DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: IV

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: ARALING PANLIPUNAN

Teaching Dates & Time:
NOBYEMBRE 19-22, 2018 Quarter: 3rd

I. Layunin

A. Pamantayang Pangnilalaman  Nasusuri ang iba’t-ibang gawaing pangkabuhayan batay sa heograpiya at mga oportunidad at
hamong kaakibat nito tungo sa likas-kayang pag-unlad.
 Naipamamalas ang pag-unawa sa pagkakilanlang Pilipino batay sa pagpapahalaga sa pagkakaiba-
iba ng mga pamayanang pangkultural.
B. Pamantayan sa Pagaganap  Nakapagpapakita ng pagpapahalaga sa iba’t-ibang hanapbuhay at gawaing pangkabuhayan na
nakakatulong sa pagkakakilanlang Pilipino at likas-kayang pag-unlad ng bansa.
 Naipagmamalaki ang pagkakakilanlang kultural ng Pilipino batay sa pang-unawa, pagpapahalaga,
at pagsusulong ng pangkat kultural, pangkat etnolinggwistiko, at iba pang pangkat panlipunan na
bunga ng migrasyon at “intermarriage”.
C. Mga Kasanayan sa Pagkatuto (Isulat  Naisa-isa ang mga kontribusyon ng mga dayuhan sa kultura ng Pilipino
ang code ng bawat kasanayan)  natatalakay ang kahulugan ng pambansang awit at watawat bilang mga sagisag ng bansa
 nakagagawa ng isang maikling dula tungkol sa kultura ng mga Pilipino

II. NILALAMAN Ang Kultura sa Pagbuo ng Pagkakakilanlang Pilipino

III. KAGAMITANG PANTURO

A. Sanggunian

1. Mga pahina sa Gabay ng Guro

 2. Mga pahina sa Kagamitang Pang-
mag-aaral:
3. Mga pahina sa Teksbuk:
4. Karagdagang kagamitan mula sa
portal ng “Learning Resources”:
B. Other Learning Resources
C. Pagpapahalaga
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Pahina 133-145
Pahina 252-273
Visual aids, marker, eraser, whiteboard, ppt, pictures, video
Nagbibigyang-halaga ang kulturang Pilipino sa pamamagitan ng pagbuo ng plano na magpapakilala at
magpapakita sa kultura ng mga rehiyon sa malikhaing paraan
Itatanong ng guro ang mga sumusunod:
 Ano-ano ang mga saligan ng pakakakilanlang kultural ng bansa?
 Bakit mahalaga ang pagkakaroon ng pagkakakilanlang kultural ng bansa?
Magpapakita ng guro ng isang tunay na salamin at itatanong sa mga mag-aaral ang mga sumusunod:
 Ano ang iyong nakikita sa salamin?
 Ano ang pagkakilanlan mo na ikaw ay isang Pilipino?
 Paano mo maiuugnay ang salamin sa kultura ng isang bansa?
 Ipapabasa sa mga mag-aaral ang mga talasalitaan na nasa pahina 253
 Itatanong ng guro ang mga sumusunod:
1. Sino-sino ang mga dayuhang nakikipag-ugnayan sa ating bansa?
2. Ano-ano ang kanilang mga naging kontribusyon sa kulturang Pilipino?
3. Ano-ano ang pangkalahatang katangian ng mga Pilipino?
4. Awitin ng buong puso ang Pambansang Awit ng Pilipinas
5. Ano ang iyong naramdaman habang inaawit ito?
6. Ano ang kahulugan ng ating Pambansang Awit at ng ating watawat bilang sagisag ng bansa?
7. Paano mo maipapakita ng iyong paggalang sa ating pamabansang awit at watawat ng Pilipinas?
 F. Paglinang sa Kabihasan  Pangkatang Gawain: Hahatiin ang klase sa dalawang grupo. Ang unang grupo ay isasadula ang
(Tungo sa Formative Assessment) mga naging impluwensya ng Indian, Tsino at Arabe sa kultura ng Pilipino at ang pangalawang
grupo naman ay ang impluwensya ng Espanyol, Amerikano at Hapones. Ang papakita ng guro ang
mekaniks at rubriks sa gagawing pagsasadula

G. Paglalapat ng aralin sa pang-araw-araw  Aawitin ng mga mag-aaral ang Tayo’y mga Pilipino ni Herber Bartolome
na buhay

H. Paglalahat ng Aralin  Paano maaalis sa mga Pilipino ang pagkakaroon ng kaisipang kolonyal ng mga Pilipino?

I. Pagtataya ng Aralin  Pagsagot sa pahina 276-279

J. Karagdagang gawain para sa takdang-

aralin at remediation

V. MGA TALA

VI. PAGNINILAY
 DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: IV

(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: SCIENCE

Teaching Dates & Time: NOVEMBER 19-22, 2018 Quarter: 3rd

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living things and their
environment as they obtain basic needs.

B. Performance Standards The learners should be able to conduct investigation to determine environmental conditions needed by living things to
survive.

C. Learning Competencies/ Objectives The learners should be able to:

Write the LC code for each a. identify the different groups of organisms based on their feeding relationships
b. describe the relationships among organisms in a community
c. illustrate the flow of energy in an ecosystem

II. CONTENT Interaction with the Environment

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 82-85
3. Textbook pages pp. 240-251
4. Additional Materials from Learning
Resource LR portal
 B. Other Learning Resources
C. Valuing Express gratitude for the many resources obtained from the environment

IV. PROCEDURE

A. Reviewing previous Lesson or presenting new  Describe the changes that normally take place during each stages of plants, animals, and human
lesson

B. Establishing a purpose for the lesson  The students will answer the Do and Discover on page 238

C. Presenting examples/ instances of the new
lesson.
D. Discussing new concepts and practicing new
skills.#1
E. Discussing new concepts and practicing new
skills #2.
 The teacher will ask discuss the concept map on page 239
The teacher will ask the following questions:
 What is the flow of food chain? Explain each arrow
 Explain the food web and energy pyramid of each organisms
 What are the different way that one living things affects another? Enumerate.

F. Developing Mastery
(Lead to Formative Assessment 3)
G. Finding practical application of concepts and
skills in daily living
 Each group will pick food chain, food wed and energy pyramid. Using the ¼ illustration board each group will draw the
flow of interaction with the environment. The rubrics will be posted on the board.
 Why does competition occur in an ecosystem?
 How does competition among animals affect the population size in an ecosystem?

H. Making Generalizations and Abstraction about  What would happen if there would be no food in an ecosystem?
the Lesson.
I. Evaluating Learning Answer on pages 256-261

J. Additional Activities for Application or

Remediation Bring a ¼ illustration board and coloring materials

V. REMARKS

VI. REFLECTION
 DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: VI

(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: SCIENCE

Teaching Dates & Time: NOVEMBER 19-22, 2018 Quarter: 3rd

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of how nonflowering plants reproduce.

B. Performance Standards The learners should be able to make a multimedia presentation on how parts of the reproductive system of spore-bearing and
cone-bearing plants ensure their survival; and make a flyer on how plants can be propagated vegetatively.

C. Learning Competencies/ Objectives The learners should be able to:

Write the LC code for each a. identify the characteristics of a plants
b. compare the vascular and nonvascular plants
c. draw the life cycle of a plant

II. CONTENT Plants

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 72-75
3. Textbook pages pp. 208-224
4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources
C. Valuing Open-mindedness to other’s ideas

IV. PROCEDURE
 A. Reviewing previous Lesson or presenting new  What is the difference between vertebrates and invertebrates?
lesson  How important are the animals in our environment?

B. Establishing a purpose for the lesson  The students will answer the Do and Discover on page 206
Let the students search the following words in the book:
C. Presenting examples/ instances of the new  Vascular - gymnosperms - pteridophytes
lesson.  Nonvascular - angiosperms - bryophytes
 What are the characteristics of the plants?
D. Discussing new concepts and practicing new  Differentiate the nonflowering and flowering plants
skills.#1  What are the vascular and nonvascular plants? Differentiate them.
E. Discussing new concepts and practicing new
skills #2.

F. Developing Mastery  Each group will draw a life cycle of plant and choose if it is spore-bearing or cone-bearing plants in a ¼ illustration
(Lead to Formative Assessment 3) board. The rubrics will be posted on the board.
G. Finding practical application of concepts and
skills in daily living  Why can plants help us?

H. Making Generalizations and Abstraction about  Why are some vascular plants large, while nonvascular plants are always small?
the Lesson.
I. Evaluating Learning Answer on pages 229-231

J. Additional Activities for Application or

Remediation

V. REMARKS

VI. REFLECTION

DAILY LESSON PLAN

 School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: VI
(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: SCIENCE

Teaching Dates & Time: OCTOBER 8-10, 2018 Quarter: 3rd

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the different characteristics of vertebrates and invertebrates.

B. Performance Standards The learners should be able to make an inventory of vertebrates and invertebrates that are commonly seen in the community
and practice ways of caring and protecting animals.

C. Learning Competencies/ Objectives The learners should be able to:

Write the LC code for each a. discuss the characteristics of an animals
b. identify the vertebrates and invertebrates animals
c. draw the vertebrates and invertebrates animals

II. CONTENT Plants

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 64-67
3. Textbook pages pp. 174-195
4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources
C. Valuing Learn how to take care of the environment and living thing

IV. PROCEDURE

A. Reviewing previous Lesson or presenting new  Have the learners work on Do and Discover on page 172
lesson
 The teacher will discuss the concept map on page 173 to introduce the major concepts of the unit
 B. Establishing a purpose for the lesson
The teacher will ask the following questions:
C. Presenting examples/ instances of the new a. What do you think of when you hear the word animals? c. What are the common characteristics of animals?
lesson. b. What characteristics separate animals from plants?
 The teacher will ask the following questions:
D. Discussing new concepts and practicing new a. What are the general characteristics of animals? c. How they differ from each other?
skills.#1 b. What are the vertebrates’ animals? Invertebrates?
E. Discussing new concepts and practicing new
skills #2.

F. Developing Mastery  The class will be divided into 8 groups, each leader will pick between vertebrates and invertebrates animals. Each
(Lead to Formative Assessment 3) group will draw 2 animals in a ¼ sheet of papers and label it. Each group will be given a rubrics for this activity.
G. Finding practical application of concepts and
skills in daily living  Why are animals are important in the ecosystem?

H. Making Generalizations and Abstraction about  What you have learned today’s lesson
the Lesson.
I. Evaluating Learning Answer on pages 223-224

J. Additional Activities for Application or

Remediation Bring a ¼ illustration board and coloring materials

V. REMARKS

VI. REFLECTION
 DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: IV

(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: MATH

Teaching Dates & Time: NOVEMBER 19-22,2018 Quarter: 3rd

I. OBJECTIVES

A. Content Standards The learner demonstrates an understanding of multiplication, division, and MDAS of whole numbers

B. Performance Standards The learner is able to estimate and multiply 3-digit numbers and solve multiplication problems involving these numbers.

C. Learning Competencies/ Objectives The learners should be able to:

Write the LC code for each a. explain the finding common multiples
b. appreciate the importance of finding common multiples
c. solve problems using common multiples

II. CONTENT Multiples and Common Multiples

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pages 155-158
3. Textbook pages pages 155-158
4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources marker, eraser, visual aid
C. Valuing Learn to follow it properly especially when dealing with solving complex problems in daily life.

IV. PROCEDURE
 A. Reviewing previous Lesson or presenting
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new
lesson.
D. Discussing new concepts and practicing
new skills.#1
 What are common factors?
 Find the factors of the following using the prime factorization: 18 and 24, 28 and 16
 Analyze and solve the situation below. Situation: Mateo has candies in his bag. These candies can be shared equally by 4 or
5 people. How many candies does Mateo possibly have?
Ask the following questions:
 How did you solve the problem?
 Is it reasonable that the answer should be more than 4 and 5?
 How to find the common multiples?
 What are the solutions to be used to find the common multiples?

E. Discussing new concepts and practicing  Giving examples on how to find the common multiples
new skills #2.

F. Developing Mastery  The teacher will give problems to solve the problems using finding common multiples
(Lead to Formative Assessment 3)

G. Finding practical application of concepts  How is finding multiples used in the counting process?
and skills in daily living

H. Making Generalizations and Abstraction  How is LCM used in solving real-life problems?
about the Lesson.

I. Evaluating Learning  Answer on pages 158-160

J. Additional Activities for Application or

Remediation

V. REMARKS

VI. REFLECTION

D AILY LESSON PLAN

 School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: VII
(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: ARALING PANLIPUNAN

Teaching Dates & Time:
NOBYEMBRE 26-29, 2018 Quarter: 3rd

I. Layunin

Ang mga mag-aaral ay

A. Pamantayang Pangnilalaman  naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa relihiyong Asya sa mayamang
katangian at kakayahan ng heograpiya, kasaysayan, kultura, lipunan nito, at sa iba’t-ibang larang
ng buhay Asyano at ugnayan sa pagitan ng rehiyon tungo sa pagbuo ng pagkakilanlang Asyano
Ang mag-aaral ay
B. Pamantayan sa Pagaganap  kritikal na nakapagsusuri sa mga kaisipang Asyano, pilosopiya, at relihiyon na nagbibigay-daan sa
paghubog ng sinaunang kabihasnan sa Asya at sa pagbuo ng pagkakakilanlang Asyano.
 naipapaliwanag ang mga dahilan ng West Asia sa pagsulong ng damdaming nasyonalismo;
C. Mga Kasanayan sa Pagkatuto (Isulat ang  naibibigyang-halaga ang pagsisikap ng mga Asyano na maipagtanggol sa kamay ng mananakop;at
code ng bawat kasanayan)  nakagagawa ng isang mini-survey tungkol sa mukha ng nasyonalismo

II. NILALAMAN Pagsibol at Pag-unlad ng Nasyonalismo sa Rehiyon ng West Asia

III. KAGAMITANG PANTURO

A. Sanggunian

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-mag-

aaral: Pahina 94-95

3. Mga pahina sa Teksbuk: Pahina 219-228

4. Karagdagang kagamitan mula sa

portal ng “Learning Resources”:
 B. Other Learning Resources
C. Pagpapahalaga
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw
na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
Laptop, ppt, marker, whiteboard
Napapahalagahan ang kabayanihan at pagsisikap ng mga Asyano laban sa mga dayuhan
 Grab a word. Ipaliwanag ang nakuhang salita.
Gawain: Photo ko, Hula mo
 Magpapakita ng iba’t-ibang tao na may hawak na watawat
 Itatanong ang mga sumusunod:
1. Ano ang pangunahing mensahe ng larawan?
2. Ano para sa iyo ang kahulugan ng salitang Nasyonalismo?
3. Ano ang kaugnayan ng nasyonalismo sa kolonyalismo/imperyalismo?
Itatanong ang mga sumusunod :
1. Ano ang kaugnayan ng karanasan ng Imperyong Ottoman sa pagsibol ng nasyonalismo sa West
Asia? Ipaliwanag.
2. Sino si Mustafa Kemal? Ano ang papel niya sa nasyonalismo sa West Asia?
3. May kilala ka bang personalidad sa kasaysayan na may pagkakatulad kay Mustafa Kemal?
4. Iuulat sa klase ang datos sa talahanayan
 Pangpangkat na gawain
Ang bawat pangkat ay magsasagawa ng isang mini-survey sa paaralan. Tanungin ang 10-15 mag-
aaral kung ano para sa kanila ang anyo/mukha ng nasyonalismo? Paano maging isang
nasyonalismo? Bumuo ng isang kongklusyon base sa kanilang reaksyion.
 Kung ikaw ay nabuhay noong unang panahon, paano mo maipagtatanggol ang bansa? Anong
paraan ang iyong gagamtin?
 Para sa iyo, ano ang kahulugan ng salitang transpormasyon? Naranasan mo na rin ba ang
transpormasyon? Paano?
 Sagutan ang pahina 229
J. Karagdagang gawain para sa takdang-
aralin at remediation

V. MGA TALA

VI. PAGNINILAY

DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: IV,VI, VII

(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: ARALING PANLIPUNAN4,

MATH4, SCIENCE4, SCIENCE6,
 ARALING PANLIPUNAN 7
Teaching Dates & Time:
NOVEMBER 12-16 & 19, 2018 Quarter: 3rd

Monday Tuesday Wednesday Friday

Review Review 3rd Monthly Examination 3rd Monthly Examination 3rd Monthly Examination

Rechecking of Test papers

(For all the subjects)

DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: 11

(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: DAISS

 Teaching Dates & Time: NOVEMBER 5, 7 & 9, 2018 Quarter: 2nd term

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

1. Emergence of the social sciences and its disciplines

B. Performance Standards The learners:

1. Connect the different disciplines of the social sciences with their historical foundations and social
contexts.

C. Learning Competencies/ a. define the social sciences as study of society

Objectives b. describe the different types of research designs
Write the LC code for each c. apply the use of scientific method in social research

II. CONTENT Defining Social Sciences As The Study Of Society

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pages 6-14

3. Textbook pages pages 6-14

4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources Society, Culture, and Politics by Aguilar, et al, ppt, marker, eraser
C. Valuing Appreciate the importance of research in society

IV. PROCEDURE

A. Reviewing previous Lesson or  Grab a word and explain

presenting new lesson

B. Establishing a purpose for the lesson  Watching videos about social science
 What is the video all about?
C. Presenting examples/ instances of the  What is social science?
 new lesson.  How can be used to study and understand society?

D. Discussing new concepts and practicing
new skills.#1
E. Discussing new concepts and practicing
new skills #2.
F. Developing Mastery
(Lead to Formative Assessment 3)
 In your own words what is the meaning of social science?
 What are the scientific methods?
 How is scientific method used in conducting research?
 The class will be divided into 3. Each group will examine the photo shown in the monitor and each
leader will facilitate task for the group activity. Each group should identify key issues or problems
in society as reflected in the photo and explain how social sciences can be used to address this
issue or social problem.

G. Finding practical application of concepts

and skills in daily living
H. Making Generalizations and Abstraction
about the Lesson.
I. Evaluating Learning
 As a student how can you apply your knowledge of quantitative and qualitative methods of
assessment?
 Create a graphic organizer of today’s lesson
 Answer on pages 16-17

J. Additional Activities for Application or

Remediation

V. REMARKS

VI. REFLECTION

DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: 11

(UECS), INC.
 Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: DIASS

Teaching Dates & Time: NOVEMBER 19, 21, 23, 2018 Quarter: 2nd term

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

emergence of the social sciences and its disciplines

B. Performance Standards The learners:

connect the different disciplines of the social sciences with their historical foundations and social
contexts.

C. Learning Competencies/ a. identify the different disciplines or branches in the social sciences;
Objectives b. discuss the contribution of personalities in the development of each of the social disciplines; and
Write the LC code for each c. create a physical map for one of the social discipline

II. CONTENT Social Science Disciplines: History, Methods, and Areas of Inquiry
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pages 19-35

3. Textbook pages pages 19-35

4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources Society, Culture, and Politics by Aguilar, et al, ppt, marker, eraser
C. Valuing Appreciate the importance of historical foundation

IV. PROCEDURE

D. Reviewing previous Lesson or presenting  Grab a word and explain

new lesson

E. Establishing a purpose for the lesson  Using the KWL

 Vocabulary words
F. Presenting examples/ instances of the  Anthropology - Phonology - Experimental psychology
new lesson.  Cultural psychology - Developmental psychology - Syntax
The teacher will ask the following questions:
G. Discussing new concepts and practicing  What are the social sciences disciplines? Explain each social sciences discipline
new skills.#1  Who are the proponents of each discipline? What are their contributions?
 How you would explain the diverse perspectives of the different disciplines of the social sciences?

H. Discussing new concepts and practicing

new skills #2.
I. Developing Mastery  Each student will create a physical map of an imaginary nation and include at least five different
(Lead to Formative Assessment 3) land or water forms in the map and give a unique name. Give at least 5 major cities. Explain your
work to the class. Rubrics will be posted on the board.

J. Finding practical application of concepts

and skills in daily living  Why do you consider history, economics, and linguistics as disciplines of the social sciences?
K. Making Generalizations and Abstraction
about the Lesson.  Create a graphic organizer of today’s lesson
L. Evaluating Learning
 Answer on pages 37-38

M. Additional Activities for Application or

Remediation

V. REMARKS

VI. REFLECTION

DAILY LESSON PLAN

School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: 11

 (UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: 21ST CENTURY LITERATURE
FROM THE PHILIPPINES AND
THE WORLD

Teaching Dates & Time: NOVEMBER 6 & 8, 2018 Quarter: 2nd term

I. OBJECTIVES
The learner will be able to understand and appreciate the elements and contexts of 21st century
A. Content Standards Philippine Literature from the regions (National Capital Region)
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine
B. Performance Standards Literature from the regions through a critical interpretation of a literary text in terms of theme.

C. Learning Competencies/ a. read one poem written by a Filipino writer using the Historical and Biographical Criticism; and
Objectives b. write a 500-word critical interpretation of the poem, with a description of its context.
Write the LC code for each

II. CONTENT Regional Approach to Reading Philippine Literature

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pages 2-4

3. Textbook pages pages 2-4

4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources ppt, marker, eraser
C. Valuing Appreciate the importance of Philippine Literature

IV. PROCEDURE

D. Reviewing previous Lesson or Vocabulary words

presenting new lesson  Historical and Biographical Criticism
 Context
 E. Establishing a purpose for the lesson  What is your idea about historical and biographical criticism? How about context?

F. Presenting examples/ instances of the  Reading a short articles: Cristobal Zarco’s “A survey of Philippine Literature”
new lesson.  Guide questions will be posted on the board
The teacher will ask the following questions:
G. Discussing new concepts and  Read and examine context on pages 2 and 3
practicing new skills.#1  What is the article all about?
 How literature more accepted by the 21st century readers?

H. Discussing new concepts and

practicing new skills #2.
I. Developing Mastery  The student will write a 500-word feature article on a Filipino contemporary author from outside
(Lead to Formative Assessment 3) your region. Do a library online search on a noteworthy writer. End the article by highlighting
author’s contribution.

J. Finding practical application of

concepts and skills in daily living
K. Making Generalizations and
Abstraction about the Lesson.
L. Evaluating Learning
 How the internet help the contemporary authors published their work?
 Create a graphic organizer of today’s lesson
 Answer on pages 37-38

M. Additional Activities for Application or

Remediation

V. REMARKS

VI. REFLECTION

DAILY LESSON PLAN

 School: UNIVERSAL EVANGELICAL CHRISTIAN SCHOOL Grade Level: 11
(UECS), INC.

Teacher: MS. JURELIE B. TAGUIBAO, LPT Learning Area: 21ST CENTURY LITERATURE
FROM THE PHILIPPINES AND
THE WORLD

Teaching Dates & Time: NOVEMBER 20 & 22, 2018 Quarter: 2nd term

I. OBJECTIVES
The learner will be able to understand and appreciate the elements and contexts of 21st century
A. Content Standards Philippine Literature from the regions (National Capital Region)
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine
B. Performance Standards Literature from the regions through a critical interpretation of a literary text in terms of theme.

C. Learning Competencies/ a. identify the genres of oral lore

Objectives b. discuss the overview of Philippine Literary History
Write the LC code for each c. analyze the short story

II. CONTENT Regional Approach to Reading Philippine Literature

( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pages 8-17

3. Textbook pages pages 8-17

4. Additional Materials from Learning
Resource LR portal
B. Other Learning Resources ppt, marker, eraser
C. Valuing Appreciate the importance of Philippine Literature

IV. PROCEDURE
 What is historical and biographical criticism?
D. Reviewing previous Lesson or  Give one of contemporary author’s work.
presenting new lesson
 Let the student read the text quietly for 2 minutes entitled “Man dies after jumping off NLEX
 E. Establishing a purpose for the
lesson
F. Presenting examples/ instances of
the new lesson.
The teacher will ask the following questions:
G. Discussing new concepts and
practicing new skills.#1
H. Discussing new concepts and
practicing new skills #2.
I. Developing Mastery
(Lead to Formative Assessment 3)
J. Finding practical application of
concepts and skills in daily living
K. Making Generalizations and
Abstraction about the Lesson.
L. Evaluating Learning
M. Additional Activities for Application
or Remediation
V. REMARKS
VI. REFLECTION
Overpass” By Rey Galupo.
 The teacher will distribute the short article to the student.
 Ask the learner to write their questions about the given article on their notebooks. write as many
questions as they can for 2 minutes.
1. Why did he jump off NLEX? 2. Was he suffering from psychological difficulties? 3. Did he suffer
problems with the factory he’s working in? 4. What will happen to his family? 5. Why are these
incidents very common these days?
 What are the genres of oral lore? Compare and contrast.
 What does ideology mean?
 How did the form of Rizal’s novel bring about this ideology?
 The student will read the Green Girl fantasy story by Cyan Abad-Jugo on pages 12-17 and the
student will answer the guide questions on page 17.
 How did the literary piece shape the Philippine history?
 Ask the learner to summarize the lesson
 Answer on page 17