School TACURONG SILOAM ABC LEARNING CENTER INC.

Teacher JOSHUA LANDER S. CADAYONA

Teaching Date and Time NOVEMBER 07, 2022, 1:00 – 2:00 PM (MW)
Grade Level 7
GRADES 1 TO 12
DAILY LESSON LOG Learning Area ENGLISH
Quarter I

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 Material pages
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates understanding of the integration of social science perspective and
community action initiatives.
The learners shall be able to synthesize the integrative experience of implementing community
action initiatives applying social sciences’ ideas and methods.
Partnership Building With Local Groups
The students should be able to:
1. Enumerate the problems to be improved around the campus and identify the
possible partnering organization/groups to be involved.
2. Create a solution on the problems in the community using the principles of
Partnership.
3. Assess the understanding in the types and principles of Partnership building.
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.
Partnership Building With Local Groups
List 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.
K to 12 Curriculum Guide (May 2016)

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal PowerPoint Presentation, LED TV, Video Clips, Activity Sheets/Worksheets, Paper and Pen
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
(4 A’s) providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Introductory Activity ANNOTATIONS
DAILY ROUTINE
1. Opening Prayer: To be led by the teacher
2. Greetings
3. Checking of Attendance: To be checked by the teacher
4. Setting up classroom standards (4Ps)
6. Recapitulation of the past lesson
B. Activity TASK 1. “Keen Observation”

Direction: The class will go out of the classroom. Each group will be assigned
to observe in one particular area in the school.

Group 1 – Canteen
Group 2 – Library
Group 3 – Computer Lab

The students will mark all the problems identified in such area. After 10
minutes, the class will go back to their classroom for analysis.

C. Analysis Analysis: “Points to Ponder”

Process question:
1. What are the things needed to be improved in your assigned area?
2. What do you think will be your contribution in order to address those
problems?
3. Can you identify agencies/groups that initiate to solve those
problems?
D. Abstraction
Partnership Building with Local Groups

Partnerships are intended for joint solving of problems, resource

exchange, cooperation, coordination and coalition building. The relationship
among partners can be temporary (local bodies, including government,
grassroots NGO’s) or permanent.
A partnership brings together institutional capabilities and human
resources in the form of skills, experiences and ideas to tackle common
problems that are often beyond the capacity of a single organization or group.
Examples: (i) government agency like the Ministry of Education accepting the
‘help’ of a local NGO and local elected body to enhance literacy in a village;
(ii) a local community-based organization (CBO) jointly with local industry
associations and elected members of local council, discuss the problem of
land degradation caused by industrial activities and agree on the
implementation of a joint activity to address the problem.
Partnerships can be formed to help organizations accomplish a variety of
shared goals related to:
 Advocacy, which focuses on changing public policy or passing
specific legislation;
 Promotion, which raises public awareness about an issue and often
includes public education initiatives;
 Program development, which leverages the expertise of each
organization to create a new program to advance a specific
community issue.
Types of partnership
 Networks - The relationships among partners within networks are
often less formal or informal. The main purpose of most networks is
to exchange information among members [e.g. Voluntary Action
Network India (VANI), a network of voluntary agencies, NGOs,
CBOs] and to share experiences in their local activities.
 Coordination - Relations among members are more closely linked.
Definition of specific tasks among organizations, which require
resources (for representation, management, fulfillment of specific
 tasks) beyond information sharing.
 Collaboration - Relations among members are strong with functional
more broad ranging areas defined for joint activities. (e.g. Network of
Collaborating Regional Support Organizations - India).
Other Types of Partnership
 Community-based - A community-based participatory partnership
(CBPP) is a collaborative body of individuals and organizations
working together on a common goal or issue of importance to the
community. It consists of a mutually beneficial relationship where all
parties have shared responsibilities, privileges and power (Connors,
2003)
Examples:
 Youth development groups
 Services for elderly individuals
 Lesbian, gay, bisexual, transgender, queer (LGBTQ)-
specific agencies
 Culture- and ethnicity-based organizations
 Domestic violence and sexual assault agencies
 Immigrant and day labor groups
 Government-based - Wherein the individual engaged in the
activities of the government as a stakeholder.
Example: Public-Private Partnerships (PPP) - Public-private
partnerships involve collaboration between a government
agency and a private-sector company that can be used to
finance, build, and operate projects, such as public
transportation networks, parks, and convention centers .
 Faith-based - A faith-based organization is an organization
whose values are based on faith and/or beliefs, which has a
mission based on social values of the particular faith, and
which most often draws its activists (leaders, staff,
volunteers) from a particular faith group. The faith to which
the organization is relating to does not have to be
academically classified as religion. The term "faith-based
organization" is more inclusive than the term "religious
organization" as it refers also to the non-congregation faith
beliefs. FBOs have been particularly prominent in providing
food, clothing, and shelter to people in need . Faith-based
organizations have also assumed a role in helping promote
housing and community development.
Principles of partnership
Trust: the most important if the partnership crosses many boundaries -
interpersonal, interinstitutional, cross cultural - at the same time. In such
conditions, relationships are open to risk of misunderstanding and there is
need for a clear expression of interest and aspiration on both sides.
Mutuality: In this case, the partnership relations are open to dialogue
and exchange of views. Respect is of utmost importance
Solidarity: It means sensitivity and commitment to the problems,
efforts and constraints of other partners particularly of those living in
conditions of poverty and oppression. It implies a readiness to
respond appropriately and in a timely manner to varied needs.
Accountability: Any partnership involves rights and obligations. It is a
major challenge when one partner has the resources and the other
has to ask for it, or one has the power to decide who gets funds and
how much, and the other is accountable for their use.
E. Application TASK 4. “Application”

Direction: Indicate the things you have observed among your

community (Barangay) that needs to be improved. Site the problems,
create a solution and mention some organizations that would lessen or
solve the issue/problem. Use the principles of Partnership.

Problem/s or
needs to be
improved

Possible
Solution

Organization
that would
help lessen
the problem

F. Assessment FINAL TASK: “Let’s recall”

I. Enumeration: Enumerate the following. (2pts each)

1. (4) Principles of Partnership
2. (3) Main Types of Partnership
3. (3) Other types of Partnership
 II. Essay: Answer each question in 3-5 sentences. (5pts each)
1. Among the four principles of partnership building which one do
you consider as the most important principle? Why?
2. What does it mean by the statement that “Not every partnership
will succeed”? Explain your answer.
G. Additional

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 who scored below
80%.
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?

Prepared by:
JOSHUA LANDER S. CADAYONA
Checked and Observed by: Pre-Service Teacher

JANINE ANTATICO
Master Teacher II