School PINAGLABANAN NATIONAL HIGH SCHOOL Grade Level 7

Teacher ELJOHN C. TIMBANGAN Learning ENGLISH

DAILY Area
LESSON Teaching Quarter 2nd
LOG Dates and
Time

A. PROGRAM The learner demonstrates communicative competence (ANNOTATIONS)

STANDARD through his/ her understanding of literature and other -PPST INDICATORS/ KRA
texts types for a deeper appreciation of Philippine Culture OBJECTIVES/RUBRIC
and those of other countries. INDICATORS TO BE
OBSERVED DURING THE
CLASSROOM OBSERVATION
B. Content The learner demonstrates understanding of:
Standards contemporary Philippine literature as a means of
responding to the demands of the global village; various
extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and
behaviour; and use of imperatives, prepositions, verbs,
and wh questions.
C. Performanc The learner transfers learning by: explaining the need to KRA 3- COT: Obj. 7- Plans,
e Standards be cooperative and responsible in today’s global village; manages and implements
using appropriate strategies to comprehend extended text developmentally sequenced
types; using lexical and contextual clues to understand
teaching and learning
unfamiliar words and expressions; using imperatives,
processes to meet
prepositions, and appropriate and polite oral language,
stance and behaviour in various information-sharing curriculum requirements
formats. and varied teaching
strategies.
D. Objectives:
Learning a. EN7VC-IV-f-16: Express one’s beliefs/convictions a. Identify inevitable
Competenci based on a material viewed. changes in life
es/ b. Watch the video
Objectives b. EN7LT-IV-c-6: Discover through Philippine “The Parable of the
(Write the literature the need to work cooperatively and Rainbow Colors” by
LC code for responsibly in today’s global village. Juan Flavier
each.) c. Make a stand to cope
up with and
understand the
changes in life.

II. CONTENT/TOPIC Upholding Understanding of Broadening Horizons Values: Work cooperatively

The Parable of the Rainbow Colors in today’s global challenges
By Juan Martin Flavier Learn to cope up with the
inevitable changes of life

II. LEARNING
RESOURCES
A. References ENGLISH 7: Learner’s Materials
1. Teacher’s Guide
pages
2. Learner’s Pages 459-479
Materials pages
3. Textbook pages
4. Additional Grade 7 English Book, Visual aids, Tarpapel, Projector, - KRA 3-COT-Obj. 8- Selects,
Materials from White Screen, Speakers develops, organizes and uses
Learning Resource appropriate teaching and
(LR) portal learning resources, including
ICT, to address learning
goals.

MOV---The pictures, video

and selections are presented
clearly.
B. Other Youtube
Learning
Resources
IV. PROCEDURES
A. Reviewing Management of Learning: Prayer, Action Song, Food for
previous lesson Thought, Tongue Twister (2 minutes)
or presenting
the new lesson Each group has to accomplish all the tasks to gain emoji. KRA 2- COT: Obj. 4 Manages
classroom structure to
Heart Emoji- 15 points- the group worked cooperatively, engage learners, individually
fast, with discipline and accomplished the tasks correctly. or in groups, in meaningful
exploration, discovery and
Smiley Emoji- 10 points- the group worked cooperatively, hands-on activities within a
fast, with discipline but accomplished the task with an range of physical learning
incomplete answer environments.

Thumbs Up- 5 points- the group worked cooperatively, KRA 2. COT OBJ 5. Manages
but not fast, with no discipline and accomplished the tasks learner behavior
with incomplete and incorrect answer. constructively by applying
positive and non-violent
Each group will put their gained coins inside a COIN POT, discipline to ensure learning-
Before the class ends, each group will count their coins. focused environments
The group with the highest gained points will be declared
as winners.
MOV---To avoid and prevent
Please, Open the GREEN ENVELOPE
misbehaviour, house rules/
Task 1: FIND YOUR MATCH (2 minutes)
standards/guidelines are set
*Inside the envelopes are some of the inevitable or
before the class starts or
unstoppable changes in your life that may lead you to
before doing an activity.
understand the world better. But there’s a TWIST: the
pictures will be distributed to every student then they will
find the pair of the picture they are holding.
*ASK
1. Have you experienced these inevitable changes?
2. How do you feel about it? Is it difficult?
KRA 1-(COT: Obj.1- Applies
3. Does this change help you to overcome the
knowledge of content within
demands of life? How?
 Inevitable or unstoppable changes and across curriculum
teaching areas.)

MOV--- Integrations across

learning areas (MAPEH-
Health, Science, Values).
Before After
Before After

Before After

Before After

Climate Change
Picture 1: Ripen Fruit Picture 3: Death
Picture 2: Giving Birth Picture 4: Graduate
B. Establishing a Task 2: PHOTO BOMB
purpose for the Let’s focus on the last picture. Describe how the picture KRA 1- COT: Obj. 3- Applies
lesson/Motivati presents the inevitability of changes. Use the following a range of teaching
on/Motive guide questions: strategies to develop critical
Questions 1. What do the sunny and rainy weather symbolize? and creative thinking, as well
2. How do these changes affect your daily life? as other higher-order
3. What does the line “There’s a rainbow always after thinking skills.
the rain” mean?
4. What color of the rainbow do you like best? Why?
5. What does the rainbow represent in your life?
MOV--- The students answer
the questions using HOTS
with the help of pictures.

C. Presenting Please, Open the RED ENVELOPE

examples/insta Task 3: Matching Vocabs (3 minutes)
nces of the new Unveil the mystery words using the vowel letters with its KRA 1- COT: OBJ. # 1
lesson corresponding currency symbol and its meaning. The -Applies knowledge of
fastest group to unveil the word will get 1 additional content within and across
HEART EMOJI. curriculum teaching areas.

A E I O U KRA 1- COT Obj. 2 Uses a range

of teaching strategies that
enhance learner achievement
 in literacy and numeracy skills
€ ₱ $ ¥ £
MOV--- Contextualization,
localization, gender fair and
1. D ₱ N $ G R € T ₱ integrations across learning
-to say unfair comments area like APAN,
*DENIGRATE Mathematics
2. H € £ G H T Y within learning area like the
-blatantly and disdainfully proud English Alphabet.
*HAUGHTY (Perform simplified
3. ¥ £ T L ₱ N D $ S H decoding of currency used in
-very strange or unusual Mathematical and APAN
*OUTLANDISH equivalent of English
4. P € T R $ ¥ T $ S M Alphabet.)
-love for one’s country
*PATRIOTISM
5. C ¥ N T ₱ N T $ ¥ £ S
-likely to cause disagreement
*CONTENTIOUS

D. Discussing new Ask:

concepts and What can you notice about the visual aids in front of you? KRA 3-COT-Obj. 8- Selects,
practicing new Yes, you can all notice “Rainbow”, indeed it has something develops, organizes, and
skills #1 to do with our lesson for today. uses appropriate teaching
and learning resources,
A Parable: is a didactic story, in prose or verse which including ICT, to address
illustrates one or more instructive lessons or principles. learning goals.

Young people like you are sometimes judged as MOV--- Presenting the
incompetent and foolishly ignorant about what life really Lesson through the use of
is. This notion belittles your inner self to perform well. Power point presentation,
Laptop and speaker.

Task 4: Literary Exploration

As you watch THE PARABLE OF THE RAINBOW COLORS
written by Juan M. Flavier, you will have the chance to
understand how you should anchor your strengths to a
broadened horizon, The parable will also help you explore
your existing powerful characteristics while allowing
others to be a part of your success.

THE PARABLE OF THE RAINBOW COLORS

by Juan M. Flavier
source:
E. Discussing new KRA 1- COT: Obj. 3- Applies
concepts and Process Questions a range of teaching
practicing new Task 5: Respond to Assess strategies to develop critical
skills #2 Modified True or False. Write ACHIEVE if the statement is and creative thinking, as well
true and IMPROVE if the statement is false then change as other higher-order
the word that will make the statement correct. thinking skills.
_____ 1. Green symbolizes life, thrives in the fields of
greenery. ACHIEVE
 _____2. Orange represents courage, bravery and love. MOV--- The students answer
IMPROVE, Red the questions using HOTS
_____3. Blue epitomizes silence and thoughtfulness. with the help of pictures.
IMPROVE, Indigo
_____4. Yellow signifies gaiety and warmth.
ACHIEVE
_____5. Red is the most striking color.
ACHIEVE
1. If you were the colors, what would you be? Why?
2. Is it okay to be different why?
3. Why cooperation is important in a team?

F. Developing Please, Open the BLUE ENVELOPE

mastery (leads TASK 6: The Best THEME KRA 1- COT: OBJ. # 1
to Formative Theme- is the main topic/ message that is being discussed -Applies knowledge of
Assessment 3) or described in a piece of writing. content within and across
curriculum teaching areas.
Unveil the THEME of the parable using the English
alphabet with its corresponding numbers and its meaning. MOV--- Contextualization,
The fastest group to unveil the word will get 1 additional localization, gender fair and
HEART EMOJI. integrations across learning
A B C D E F G H I J K L area like Mathematics and
1 2 3 4 5 6 7 8 9 10 11 12 within learning area like the
English Alphabet.
M N Ň NG O P Q R S T (Perform simplified
13 14 15 16 17 18 19 20 21 22 Mathematical equivalent of
English Alphabet.)
U V W X Y Z
23 24 25 26 27 28

3 + 17 + 17 + 18 + 5 + 20 + 1 + 22 + 9 + 17 + 14 and
20 + 5 + 21 +18 + 17 + 14 + 21 + 9 + 2 + 9 + 12 + 9 + 22 + 27

 In “The parable of the Rainbow colors”

Cooperation and Responsibility were greatly
emphasized.
G. Finding practical TASK 7: WHAT IF KRA 1- COT: OBJ. # 1
applications of *Ask: -Applies knowledge of
concepts and If someone is having a problem handling changes in his or content within and across
skills in daily her life, what life advice would you tell them? (using curriculum teaching areas.
living pictures form Task 1) MOV- The students learn
a. Home how to use and write
b. School Imperative Sentence.
c. Friends
d. Fellow Quezonians KRA 1- COT: Obj. 3- Applies
a range of teaching
strategies to develop critical
and creative thinking, as well
as other higher-order
thinking skills.
 MOV--- The students answer
the questions using HOTS
with the help of pictures.

H. Making TASK 8: ACT NOW! KRA 1- COT: Obj. 3- Applies

generalizations As a grade 7 student of Pinaglabanan National H and as a a range of teaching
and young citizen of Quezon, what should you do to overcome strategies to develop critical
abstractions the changes and challenges of life? and creative thinking, as well
about the as other higher-order
lesson thinking skills.

MOV--- The students answer

the questions using HOTS
with the help of pictures.
I. Evaluating Please, Open the Yellow ENVELOPE
learning KRA 2- COT: Obj. 4 Manages
TASK 9: WE WIN AS ONE! classroom structure to
House Rules/Standards/Guidelines: engage learners, individually
or in groups, in meaningful
Each group will be given task to perform exploration, discovery and
hands-on activities within a
(Follow the mnemonic/memory device.) range of physical learning
G- Give thoughtful feedback environments .
R- Respect others & their thoughts
O- On task all the time MOV---To avoid and prevent
U- Use soft voices misbehaviour, house rules/
P- Participate actively standards/guidelines are set
S- Stay with your group before the class starts or
before doing an activity.
Rubrics in Participation/Group Activities:
POINTS INDICATORS
15 -Shows eagerness and cooperation to do the KRA 1- COT: Obj. 3- Applies
task, participate actively, do great help to a range of teaching
the group strategies to develop critical
10 -Shows eagerness and cooperation to do the and creative thinking, as well
task, good followers only
as other higher-order
5 -Participated but late, with teacher’s
thinking skills.
Supervision.

Success indicator MOV—The group can

Heart Emoji- 15 points- the group worked cooperatively, perform the given task by
fast, with discipline and accomplished the tasks correctly. brainstorming and
cooperative learning
Smiley Emoji- 10 points- the group worked cooperatively,
fast, with discipline but accomplished the task with an KRA 2 COT: Obj. 6- Uses
incomplete answer differentiated,
developmentally
Thumbs Up Emoji- 5 points- the group worked appropriate learning
cooperatively, but not fast, with no discipline and experiences to address
accomplished the tasks with incomplete and incorrect learners’ gender, needs,
answer. strengths, interests and
 experiences

Group 1: The Azures MOV- Each group has given

Task: Sing a Song of Empowerment tasks that address learner’s
Through a song, give an advice to those persons who interests and skills.
have doubts in their hearts. Raise their spirits to pursue
their dreams.

Group 2: The Xanthous MOV—The group can follow

Task: Illustrate Poster the instructions with
Using the theme, cooperation, as your guide, create a understanding.
rainbow poster that will show the significant qualities of
your group mates. On each part of the rainbow, write the
characteristics of your group that will help all of you to
grow,

Group 3. The Chromatics

Task: Dance it Out
Using the chorus of the song entitled “One Friend by Dan
Seals” make a short dance interpretation showing the
support of a friend.

Heart, Smiley and Thumbs Up Emoji gained by each group

will be counted and will be recorded.
J. Additional Assignment:
activities for Make a five-sentence paragraph that answers these
application or questions: If you were the author, would you change the
remediation ending? What changes you do with the story?
Criteria Allotted Points Earned Points
Focus & Details 10
Organization 5
Sentence 5
Structure,
Grammar,
Mechanics &
Spelling
TOTAL 20
V. REMARKS
VI. 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
worked well?
Why did these
works?
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:

ELJOHN C. TIMBANGAN
Secondary Teacher I

Checked and Observed by:

JOEL O. ARTILLAGA
Head Teacher II