Annex 1C to DepEd Order N. 42, S.

2016

Florence M. Santos
Grade
School: High School 7
Grades 1 Level:
(DAMNHS-Annex)
to 12
Teacher: Gayle M. Badoraya Section: ROSE
DAILY LESSON Learning
Teaching Date February 20, 2023 English
PLAN Area:
(DLP)
Time: 9:50-10:50 Quarter: 3 week 6

I. OBJECTIVES
The learner demonstrates understanding of: Philippine literature
in the Period of Emergence as a tool to assert one‘s identity;
A. Content
strategies in listening to and viewing of informative and short
Standards:
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
one‘s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing
B.Performance strategies; expressing ideas, opinions, and feelings through
Standards: 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
EN7LC-III-a-7:
Use different listening strategies based on purpose, topic and
levels of difficulty of simple informative and short narrative texts

EN7WC-III-a2.2.12:
Identify features of narrative writing
C.Learning
Competencies/
Objectives:
Objective:
1. Examine the sections that make up the common structure of
Write the LC Code
narratives through the listening activity.
for each
2. Demonstrate understanding of narrative features through the
successful completion of the activity.
3. Map out a series of events for a plot structure (introduction,
rising action, climax, falling action, and resolution).
4. Infer how recognizing the underlying organization of
narratives might be useful. .
II. CONTENT Features of Narrative Writing
III. LEARNING

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 Annex 1C to DepEd Order N. 42, S.2016

RESOURCES
A.References
1. Teacher’s Guide K to 12 Curriculum G (May, 2016), p.156
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
- K to 12 Curriculum G (May, 2016), p.156
- Dela Cruz, E. M. et. al. (1999). New Horizons in
Learning English I. Quezon
City: Book Store, Inc.
- The Story Mountain Planner, Retrieved from
http://cindyjbj79.blogspot.com/2014/05/lesson-share-trip-to-
beach-usingstory.html
4. Additional - Story Mapping, Retrieved from
Materials from Rhttp://www.readwritethink.org/files/resources/interactives/
Learning storymap/index.html
Resource (LR) - Flocabulary - Five Things (Elements of a Short Story),
portal Retrieved from
https://www.youtube.com/watch?v=c6I24S72Jps
- Story Map Rubric, Retrieved from
http://www.cpalms.org/Uploads/resources/49065/Assessment/
EducativeAssessment/docs/Story%20Map%20Rubric.pdf
- Plot Structure Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?
sp=yes&code=H48884&
B.Other Learning PPT, Laptop, Television / LCD Projector, Worksheets
Resources
IV.PROCEDURES
A.1. ACTIVITIES
*Prayer
B.Reviewing *Greetings
Previous Lesson *Attendance
or Presenting the *Reminders
New Lesson *Review
Directions: The students will answer the following questions:
-What is did we discuss last time?
C.Establishing a To consider the value of transitions for logical organization.
Purpose for the
Lesson
D.Presenting Task 1: Storytellers!
Examples/ Directions: Brainstorm common experiences. Some examples
Instances of the might be entering kindergarten or first grade, celebrating a

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 Annex 1C to DepEd Order N. 42, S.2016

birthday, favorite holiday, caring for a pet, or playing on a sports

team. Then, select one which will be the topic of the activity.
Your task is to use the story frame below as your guide in telling
a story to your partner.

Lesson Task 2: Story Interactive!

Directions: Use the interactive graphic organizers of Read-
Think-Write to complete a story map for the narrative you just
heard from your partner. If internet is not possible, use the print
out copies of the graphic organizers

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 Annex 1C to DepEd Order N. 42, S.2016

A.2. ANALYSIS

Task 2: Story Interactive!

E.Discussing New
Concepts and 1. Do all stories have the elements of our story map?
Practicing New 2. What kinds of text do you think do not have these elements
Skills 2 and why?
3. What are the elements that make up a story?
4. How does knowing the elements of a story help us become
better writers?
Discussing New
Concepts and
Practicing New
Skills
A.3. ABSTRACTION
F. Making Five in a Rap!
Generalizations Directions: Watch the YouTube video Flocabulary - Five
and Abstractions Things (Elements of a Short Story). Once the clip is over,
about the Lesson review the elements. Engage in a brief discussion to define
each element

Focus on!
Directions: Focus on the first element mentioned in the chorus
part of the rap
and think of the answers on the questions below:
1. What are the parts of a story?
2. What types of graphic organizers can we use to show parts
of a story?
3. How do you know if an event in a story is important

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 Annex 1C to DepEd Order N. 42, S.2016

A. 4 APPLICATION

Story in Order!

Directions: This is Allan‘s story. It is about a day in May

when his family was in charge of the day‘s festivities. His
story is not in order. Your task is to arrange or put the
paragraphs in their proper order.

G. Developing
Mastery
(Leads to
Formative
Assessment 3)

A. 5 VALUING
H.Finding Practical

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 Annex 1C to DepEd Order N. 42, S.2016

Applications of  What is the importance of knowing the features of

Concepts and narrative writing?
Skills in Daily
Living
A. 6. EVALUATION

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 Annex 1C to DepEd Order N. 42, S.2016

Nifty Narrative!
Directions: Using the completed story of Allan, map it out using
the story mountain planner below. Participate in collaborative
conversations in small groups to accomplish the task.

I. Evaluating
Learning

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 Annex 1C to DepEd Order N. 42, S.2016

A. 7 AGREEMENT
J. Additional
Activities for
Application or
Remediation
IV.REMARKS
V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
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
work well? Why did
these works?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G.What innovations or
localized materials
did I used/discover
which I wish to
share with other
teachers?

Prepared by: Reviewed by:

GAYLE M. BADORAYA VICTORIANO C. PATILUNA, MA-ELT

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Teacher I School H

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