School Grade &

TOMALIGUES INTEGRATED SCHOOL 7

Section
Teacher Learning
AIZEL E. CARAUSOS ENGLISH
Area
Teaching Dates 1:30-2:30 PM
DAILY LESSON FEBRUARY 20, 2024 Quarter 3
& Time
PLAN Week No. 3 Day 2 Duration 4 days

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.

The learner demonstrates understanding of: Philippine literature in the Period of

Emergence as a tool to assert one’s identity; strategies in listening to and viewing
A. Content
Standards
of informative and short 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
B. Performance appropriate listening and viewing strategies; expressing ideas, opinions, and
Standards feelings through 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.

Explain how a selection may be influenced by culture, history, environment, and

C. Learning other factors.
Competency/ies
Write the LC Code for each.
EN7LT-III-h-3

Knowledge: infer thoughts and feelings expressed in the text listened to,
Skills: use one’s existing knowledge and experience to better understand a
text,
D. Learning
Attitudes: explain how a selection may be influenced by culture, history,
Objectives
environment, and other factors.
Helping others
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC The Good Prince Bantugan
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Pp:
English Learner’s Material 7
3. Textbook pages
English 7 Quarter 3 Module 3
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
TV, laptop, and PowerPoint Presentation,
Resources
These steps should be 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 providing students with multiple ways to learn new
IV. PROCEDURES 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. Reviewing the Review:
previous lesson or Direction: Name at least two multimedia resources that you know and tell
presenting the new how these resources helped you in your studies.
lesson.
AWARENESS

B. Establishing a Activity 1: WATCH AND LEARN!

 purpose for the
lesson.

C. Presenting Guide questions:

examples/instances 1. What are noticed in the video?
of the new lesson. 2. What is the gesture that she doing?
3. What do call this?
D. Discussing the new DISCUSSION:
concepts and
practicing new
skills #1. Folk epic is a story that evolves from the people of a civilization and their
lives. It rises above the facts of those lives, although it is grounded in those
facts, to what they have in common as their experiences, wisdom, and
values.

Prefixes are word parts

that are attached at the
beginning of a base or root
word.
Prefixes have meanings,
and they add their
meanings to the meaning
of the root word.
Take, for example, the
word prefix itself. It
consists of the prefix pre-,
meaning “before,” and
the root word fix, which
means “to attach.”
Therefore, a prefix is a
word part that is “attached
before” (at the beginning)
E. Discussing the new READING TIME!
concepts and
practicing new
skills #2.

F. Developing ACTIVITY 2: Q AND A PORTION!

mastery
(Leads to formative 1. Why was the old king of Bumbaran unhappy?
assessment) 2. Why did the people like Prince Bantugan?
3. While Prince Bantugan was away, why did the king plot against
him?
ANALYSIS 4. What specific characteristics made Prince Bantugan a hero?
5. What main characteristic of this text makes it an epic?
G. Making PROCESS QUESTION:
generalizations and 1. What is epic?
abstractions about 2. Give example of epic especially in Luzon?
ABSTRACTION

the lesson.

H. Finding practical ACTIVITY 3: FILL ME!

application of Direction: Fill out the Venn diagram to show the similarities and
concepts and skills differences of Bantugan and the old king.
in daily living.
APPLICATION

I. Evaluating learning. ACTIVITY 4: TRUE OR FALSE!

Direction: Arrange the sentences in the proper sequence by numbering
them in the blanks as they happened in the story. Then write them as a
summary in the space provided.
ASSESSMENT
 J. Additional Direction: Research and read the other epic in Luzon.
activities for

ASSIGNMENT
application or
remediation.

V. REMARKS
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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned
80% on the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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: Checked by:

AIZEL E. CARAUSOS ANGELO C. SAJORDA

Teacher I Master Teacher I

Noted:

VIRGINIA A. MILLARES Ed. D

School Head