Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna

Daily Learning Plan

Grade: 8-NITROGEN
Subject: English
Topic: Active and Passive Voice
Date: February 6-11-12, 2020
Material/Reference: Textbook, Power Point Presentation

Learning Targets Activities Assessment

Define what voices of verb
Mini-Lecture
are. Cornell Notes

Differentiate active voice Discussion

from passive voice. Note-taking
Recitation
Convert an active voice Transforming of sentences Active and Passive Voice
sentence to passive voice Video Analysis Worksheet
sentence and vice versa. Group Activity Note-taking through video
analysis

Content : : Different Text Types

Learning Targets: a. Define what voices of verbs are.
b. Differentiate active voice and
passive voice.
c. Convert an active voice sentence
to passive voice sentence vice
versa.
Sources Materials: : MSA Book

LESSON PROPER LEARNING EPISODE

Activity Teacher say: I will ask the students if they
have a coin. I will call somebody to go in
front and just follow my instruction.

Analysis After doing the task the teacher will ask

the students:
1. What did Aljohn do to the coin?
2. Who dropped the coin?

The teacher will write the answers of the

students on the board.
 Video Analysis:

The teacher will also show a video clip

about active and passive voice and
students will analyze and write the
important details in the video.

Abstraction Discuss the voices of the verbs and

example sentences will be shown so that
students are aware of how active and
passive voice used in the sentence.

Assessment Activity: Rewriting Sentences

Students will rewrite active into passive

voice sentence and vice versa.

The students will also compose a song

about transforming active and passive
voice.

Prepared by:
Mr. Bon Jovi B. Andaya

Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna
 Daily Learning Plan

Grade: 10-OXYGEN
Subject: English
Topic: The Little Prince
Date: February 19-20-, 2020
Material/Reference: Textbook, Power Point Presentation, flash board, chalk, pieces of
paper, pictures

Learning Targets Activities Assessment

I can analyze and Reading Comprehension Recitation
understand the story “The Video Analysis
Little Prince” by answering
the comprehension
question
I can appreciate the story Group Activity Close Reading
by participating actively in
the class discussion and
activities
I can characterize the Frayer Diagram Graphic Organizer
Prince and the Fox by Picture Analysis Puzzled Pieces
writing sentences
appealing to the senses

Content : : The Little Prince

Learning Targets: a. analyze and understand the story
“The Little Prince” by answering
the comprehension question
b. appreciate the story by
participating actively in the class
discussion and activities
c. characterize the Prince and the
Fox by writing sentences
Sources Materials: appealing to the senses
: World Literature
LESSON PROPER LEARNING EPISODE
Activity Activity: Arrange Me!

Teacher say: I will flash the jumbled

letters together with its definition. All you
have to do is to write the correct answer
on the flashboard provided
Analysis After arranging the jumbled letters the
teacher will flash the guide questions that
they will encounter in reading the text:
1. Who are the characters in the
excerpt?
 2. What is the story all about?
3. How important is the “rite” or
“ritual” of taming in the friendship
of the Little Prince and the Fox?
4. Have you been already tamed
before? Or have you ever tamed
someone or something before?
Abstraction Reading Activity

Teacher say: I will read first the

paragraph and I will ask somebody to
continue it.

For better understanding of the text a

video clip will be presented to the class to
make them fully understand the selection
and to answer the following questions
given.

Assessment The teacher will give three different tasks

in each group with a criteria as their guide
in performing the tasks.

The teacher will give a pieces of paper.

To describe the prince and the fox that
would appeal to the senses.

Teacher say: Describe the Little Prince

and the Fox by writing a sentence that
would appeal to the senses. Be sure to
use words that will create pictures in the
mind of your readers. You can use this
graphic organizer.

Prepared by:
Mr. Bon Jovi B. Andaya

Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna

Daily Learning Plan

Grade: 10-OXYGEN
Subject: English
Topic: Speech Puposes
Date: February 5-6, 11-, 2020
Material/Reference: Textbook, Power Point Presentation, flash board, chalk, pieces of
paper, pictures

Learning Targets Activities Assessment

I can identify general and Mini-lecture Cornell Notes
specific purposes.
I can analyze and write the Note-taking through video Video Analysis
important details about analysis
speech purposes.
I can create a video Group Activity Film Viewing
presentation about social Video presentation
issues, sales presentation,
or own topic that can
persuade people.

Content : : Speech Purposes

Learning Targets:
a. Identify general and specific purposes.

b. analyze and write the important details

about speech purposes.

c. Create a video presentation about

social issues, sales presentation, or that
can persuade people.

Sources Materials: : World Literature

LEARNING EPISODE
Activity
The teacher will discuss the lesson about
speech purposes. The teacher will also
define general purposes and specific
purposes.

Analysis Video Analysis:

Before the students watch the video clip

the teacher asks:

a. What does the speaker do in order to

 get the attention of her audience?

b. How does the speaker deliver her

speech?

c. What if the speaker didn’t use gestures

and eye contact to her audience?

After showing them the following

questions the teacher now will show the
video clip and the students will
understand and analyze. The students
will write the important details in the video
and answer the following questions.

Abstraction For better understand the lesson the

teacher will show some important keys
about general and specific purposes
through video clip.

Teacher say: Now that you already have

knowledge about general and specific
purposes. I will group you into six and
think of any topic about social issues,
sales proposals or topic that can
persuade people.

Assessment The teacher will let the students create a

video presentation about social issues,
sales proposals, or that can persuade
people.

The teacher will also show the criteria as

their guide in doing the tasks.

Prepared by:
Mr. Bon Jovi B. Andaya

Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna

Daily Learning Plan

Grade: 10-OXYGEN
Subject: English
Topic: Speech Purposes
Date: February 5-6, 11-, 2020
Material/Reference: Textbook, Power Point Presentation, flash board, chalk, pieces of
paper, pictures

Learning Targets Activities Assessment

I can identify general and Mini-lecture Cornell Notes
specific purposes.
I can analyze and write the Note-taking through video Video Analysis
important details about analysis
speech purposes.
I can create a video Group Activity Film Viewing
presentation about social Video presentation
issues, sales presentation,
or own topic that can
persuade people.

Content : : Speech Purposes

Learning Targets:
a. Identify general and specific purposes.

b. analyze and write the important details

about speech purposes.

c. Create a video presentation about

social issues, sales presentation, or that
can persuade people.

Sources Materials: : World Literature

LEARNING EPISODE
Activity
The teacher will discuss the lesson about
speech purposes. The teacher will also
define general purposes and specific
purposes.

Analysis Video Analysis:

Before the students watch the video clip

the teacher asks:

a. What does the speaker do in order to

get the attention of her audience?
 b. How does the speaker deliver her
speech?

c. What if the speaker didn’t use gestures

and eye contact to her audience?

After showing them the following

questions the teacher now will show the
video clip and the students will
understand and analyze. The students
will write the important details in the video
and answer the following questions.

Abstraction For better understand the lesson the

teacher will show some important keys
about general and specific purposes
through video clip.

Teacher say: Now that you already have

knowledge about general and specific
purposes. I will group you into six and
think of any topic about social issues,
sales proposals or topic that can
persuade people.

Assessment The teacher will let the students create a

video presentation about social issues,
sales proposals, or that can persuade
people.

The teacher will also show the criteria as

their guide in doing the tasks.

Prepared by:
Mr. Bon Jovi B. Andaya

Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna

Daily Learning Plan

Grade: 8-NITROGEN
Subject: English
Topic: Direct and Reported Speech in Journalistic Writing
Date: February 11-14-, 2020
Material/Reference: Textbook, Power Point Presentation, flash board, chalk, pieces of
paper, pictures

Learning Targets Activities Assessment

I can differentiate direct Note-Taking Cornell Notes
speech from Video Analysis
indirect/reported speech.
I can change direct Recitation Discussion
sentences to indirect
sentences.
I can apply direct and Group Activity Video presentation
indirect speech through
interview.

Content : : Direct and Reported Speech in

Learning Targets: Journalistic Writing

a. Differentiate direct speech from

indirect/reported speech.
b. Change direct sentences to
indirect sentences.
c. Apply direct and indirect speech
through interview.

Sources Materials:
LEARNING EPISODE
Activity The teacher will play a video clip of a
news reporter and news writer reporting a
news about neighbourhood heroes.
Students are instructed to observe the
exchange of conversation between the
two and how the news writer writes the
reported speech.

Analysis Video Analysis:

After the students watched the video clip

the teacher asks:
1. What is the video all about?
2. What can you say about the technique
or way of delivering report?
3. Why proper reporting is important?
 After the students watched the video, the
teacher will discuss the lesson Direct and
Reported speech in journalistic writing.

Abstraction The teacher will asks the students to give

their examples of direct speech and
change it into indirect speech.

Assessment The students will perform news reporting

and news writing using direct and indirect
speech.

Prepared by:
Mr. Bon Jovi B. Andaya

Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna

Daily Learning Plan

Grade: 7-HYDROGEN
Subject: English
Topic: W and H Questions
Date: February 12, 2020
Material/Reference: Textbook, Power Point Presentation
Learning Targets Activities Assessment
I can identify the proper Note-taking Cornell Notes
use of WH word in a WH
questions.

I can construct a WH Reading Comprehension Grammar Analysis

question from the given
statement.
I can show cooperation in Conducting an Interview Video Presentation
collecting information from Group Activity
a fellow student using the
WH questions by
conducting interview.

Content : : W and H Questions

Learning Targets: a. Identify the proper use of WH word
in a WH questions.
b. Construct a WH question from the
given statement.
c. Show cooperation in collecting
information from a fellow student
using the WH questions by
Sources Materials: conducting interview.

LEARNING EPISODE
Activity The teacher will introduce the game The
Magic Box and The Mystery Questions.
The teacher will ask someone from the
class to give any idea about the
connection of the game and the topic for
today’s discussion.

Analysis The teacher will show erroneous

questions. The students will be ask if the
questions are properly constructed or not
and the students will explain their answer.
Abstraction The teacher will ask the students to
enumerate the different W and H question
and its function. The teacher will also ask
the students of the importance WH word
in a WH question.
Assessment The students will conduct an interview
with same student using the WH
questions.
Prepared by:
Ms. Jamila Joy C. Taguiam

Laguna Northwestern College

F Reyes Street Brgy. Balibago City of Sta. Rosa Laguna

Daily Learning Plan

Grade: 10-OXYGEN
Subject: English
Topic: A Precocious Autobiography
Date: February 12-14, 2020
Material/Reference: Textbook, Power Point Presentation, Supplies for scrapbooks,
pencils or pen, printable worksheet
Learning Targets Activities Assessment
I can identify the process Discussion Cornell Notes
of writing; brainstorm Note-taking through video Video Analysis
ideas, write draft, revise, analysis
edit, finalize draft, and
share work.

I can write effectively and Writing an autobiography Free writing

with detail about their
personal history (family,
friends, neighborhood),
growth, and goals over
time

I can read and critique Text Analysis Close Reading

published autobiographies
to help understand
effective writing techniques
used and respectfully
critique the work of their
peers.

Content : : A Precocious Autobiography

Learning Targets:
a. Identify the process of writing;
brainstorm ideas, write draft, revise, edit,
finalize draft, and share work.
b. write effectively and with detail about
their personal history (family, friends,
neighborhood), growth, and goals over
time
c. Read and critique published
autobiographies to help understand
effective writing techniques used and
respectfully critique the work of their
peers.

Sources Materials: : Curriculum guide, internet access

LEARNING EPISODE
Activity The teacher will group the class into five.
Make class sets of the following
worksheets, which will help students
generate ideas and support their writing.

1. My Family Writing Prompt

 2. Things I Like to Do Worksheet
3. Birth Certificate Worksheet
4. A Friend Writing Prompt
5. Rules for Living Worksheet

Analysis Discussion
Step 1: Explain the meaning and purpose
of writing an autobiography. If time
allows, read aloud an autobiography or
have students choose autobiographies to
read on their own. Discuss what devices
authors use to make the stories
compelling.
Step 2: Tell students they will be writing
about their personal family history and
important events in their lives that have
shaped who they are today. Discuss that
a family is composed of people living
together and functioning as a unit.

Video Analysis:
The teacher will show a video about “how
to write an autobiography” so that the
students will fully understand the lesson.

Abstraction After discussing the lesson.

The teacher will asks:

a. Did you understand and follow the

writing process?
b. Did you enjoy thinking about your
personal lives, families, and goals for the
future?
c. Did writing an autobiography change
your thinking about your future goals?

Assessment
Students will be writing autobiographies
using the worksheets and writing prompts
completed throughout the lesson. If you
have the time, have students compile the
worksheets and decorate them with
illustrations to create scrapbooks of their
lives. The scrapbooks may help students
organize their writing in the next step.
Students are encouraged to talk to their
parents and family members about their
 writing. They can discuss important
events in their childhoods such as, the
day they were born, learning to walk and
talk, funny things they use to do, etc.
After students complete their information
gathering, they can work on their
autobiographical timelines and
scrapbooks.

Ask students to find a partner to read and

respectfully critique their writing using the
following criteria:

Prepared by:
Mr. Bon Jovi B. Andaya