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    Randy R. Salidaga
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    This document contains a daily lesson log for an English class at Compostela National High School for the third quarter. It outlines the objectives, content, learning resources, and procedures for each day from Monday to Friday. The core focus is on developing students' communicative competence and ability to express beliefs and convictions through discussions and analysis of short readings. Students will practice identifying examples of expressed opinions in conversations and discussions and learn different expressions to properly voice their own perspectives.

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    This document contains a daily lesson log for an English class at Compostela National High School for the third quarter. It outlines the objectives, content, learning resources, and procedures for each day from Monday to Friday. The core focus is on developing students' communicative competence and ability to express beliefs and convictions through discussions and analysis of short readings. Students will practice identifying examples of expressed opinions in conversations and discussions and learn different expressions to properly voice their own perspectives.

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    © All Rights Reserved
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    13 views4 pages

    Expressing Conviction

    Uploaded by

    Randy R. Salidaga
    This document contains a daily lesson log for an English class at Compostela National High School for the third quarter. It outlines the objectives, content, learning resources, and procedures for each day from Monday to Friday. The core focus is on developing students' communicative competence and ability to express beliefs and convictions through discussions and analysis of short readings. Students will practice identifying examples of expressed opinions in conversations and discussions and learn different expressions to properly voice their own perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 4

    School: COMPOSTELA NATIONAL HIGH SCHOO (DAY CLASS) Grade Level: VII

    GRADES 1 to 12
    Teacher: RANDY R. SALIDAGA Learning Area: ENGLISH
    DAILY LESSON LOG
    Teaching Dates and
    Time: MARCH 11-15, 2024 Quarter: 3RD QUARTER

    I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
    communicative communicative competence communicative competence communicative communicative competence
    competence through his/ through his/ her understanding through his/ her understanding competence through his/ through his/ her
    her understanding of of Philippine Literature and of Philippine Literature and her understanding of understanding of Philippine
    Philippine Literature and other texts types for a deeper other texts types for a deeper Philippine Literature and Literature and
    other texts types for a appreciation of Philippine appreciation of Philippine other texts types for a other texts types for a
    deeper appreciation of Culture Culture deeper appreciation of deeper appreciation of
    Philippine Culture Philippine Culture Philippine Culture
    B. Performance Standards

    C. Learning Competencies
    Express one’s Express one’s Express one’s Express one’s Express one’s
    beliefs/convictions beliefs/convictions based on beliefs/convictions based on beliefs/convictions beliefs/convictions based
    based on a material a material viewed a material viewed based on a material on a material viewed
    viewed viewed
    Write the LC code for each EN7LT-IV-h-3 EN7LT-IV-h-3 EN7LT-IV-h-3 EN7LT-IV-h-3 EN7LT-IV-h-3
    II. CONTENT Expressing one’s Expressing one’s Expressing one’s Expressing one’s Expressing one’s
    (Subject Matter) beliefs/convictions based beliefs/convictions based on a beliefs/convictions based on a beliefs/convictions based beliefs/convictions based on
    on a material viewed material viewed material viewed on a material viewed a material viewed
    III. Learning Resources Copy of the Story, Laptop, Copy of the Story, Laptop, Copy of the Story, Laptop, Copy of the Story, Laptop, Copy of the Story, Laptop,
    Projector Projector Projector Projector Projector
    A.References
    1.Teacher’s Guide Pages
    2.Learner’s Materials Pages
    3.Textbook Pages
    4. Additional Materials from Learning
    Resources (LR) Portal)
    B.Other Learning Resources
    IV.PROCEDURES
    A.Review Previous Lessons Short recap of the previous Short recap of the previous Short recap of the Short recap of the previous
    Short recap of the previous
    lesson about the poem: lesson about the poem: The previous lesson about the lesson about the poem: The
    lesson about the poem: The
    The Road not Taken Road not Taken poem: The Road not Taken Road not Taken
    Road not Taken
    B. Establishing purpose for the Lesson Show a picture of a global Show a picture of a global Show a picture of a global Show a picture of a global Show a picture of a global
    warming. Ask students to warming. Ask students to share warming. Ask students to share warming. Ask students to warming. Ask students to
    share their ideas about the their ideas about the picture. their ideas about the picture. share their ideas about the share their ideas about the
    picture. Let the students Let the students take notice on Let the students take notice on picture. Let the students picture. Let the students take
    take notice on how their how their class mates express how their class mates express take notice on how their notice on how their class
    class mates express their their opinion. their opinion. class mates express their mates express their opinion.
    opinion. opinion.
    C. Presenting examples /instances of the Discuss the proper way on Discuss the proper way on Discuss the proper way on Discuss the proper way on Discuss the proper way on
    new lessons how to express belief and how to express belief and how to express belief and how to express belief and how to express belief and
    opinion. opinion. opinion. opinion. opinion.
    D. Discussing new concepts and practicing Invite the students to read Invite the students to read the Invite the students to read the Invite the students to read Invite the students to read
    new skills #1. the short conversation. short conversation. short conversation. the short conversation. the short conversation.
    After reading ask them to After reading ask them to After reading ask them to After reading ask them to After reading ask them to
    identify lines from the identify lines from the identify lines from the identify lines from the identify lines from the
    conversation that express conversation that express conversation that express conversation that express conversation that express
    belief or conviction. belief or conviction. belief or conviction. belief or conviction. belief or conviction.
    E. Discussing new concepts & practicing and Discuss the different Discuss the different Discuss the different Discuss the different Discuss the different
    concern to new skills #2 expressions to be used in expressions to be used in expressions to be used in expressions to be used in expressions to be used in
    expressing opinion, belief expressing opinion, belief and expressing opinion, belief and expressing opinion, belief expressing opinion, belief
    and conviction. conviction. conviction. and conviction. and conviction.
    F.Developing Mastery (Leads to Formative
    Assesment 3

    Invite the students to express Invite the students to express Invite the students to Invite the students to express
    Invite the students to their ideas about the picture in their ideas about the picture in express their ideas about their ideas about the picture
    express their ideas about a proper way. a proper way. the picture in a proper in a proper way.
    the picture in a proper way.
    way.
    G. Finding Practical Applications of concepts Why do we need to Why do we need to express Why do we need to express Why do we need to Why do we need to express
    and skills in daily living express our opinions, our opinions, belief or our opinions, belief or express our opinions, our opinions, belief or
    belief or conviction in a conviction in a proper way? conviction in a proper way? belief or conviction in a conviction in a proper way?
    proper way? proper way?
    H. Making Generalizations & Abstractions
    about the lessons A belief/conviction is A belief/conviction is something A belief/conviction is something A belief/conviction is A belief/conviction is something
    something that is accepted, that is accepted, considered to be that is accepted, considered to be something that is accepted, that is accepted, considered to
    considered to be true or held true or held as an opinion. Here true or held as an opinion. Here considered to be true or held be true or held as an opinion.
    as an opinion. Here are some are some expressions that can be are some expressions that can be as an opinion. Here are some Here are some expressions that
    expressions that can be used used in giving beliefs/convictions. used in giving beliefs/convictions. expressions that can be used can be used in giving
    in giving beliefs/convictions. I think… As far as I know… I think… As far as I know… in giving beliefs/convictions. beliefs/convictions.
    I think… As far as I know… In my opinion… My impression is In my opinion… My impression is I think… As far as I know… I think… As far as I know…
    In my opinion… My that... that... In my opinion… My In my opinion… My impression is
    impression is that... As far as I’m concerned… I would As far as I’m concerned… I would impression is that... that...
    As far as I’m concerned… I say that... say that... As far as I’m concerned… I As far as I’m concerned… I would
    would say that... I hold the opinion/the view that... I hold the opinion/the view that... would say that... say that...
    I hold the opinion/the view To my mind, ... To my mind, ... I hold the opinion/the view I hold the opinion/the view
    that... To my mind, ... Speaking personally… I have the Speaking personally… I have the that... To my mind, ... that... To my mind, ...
    Speaking personally… I have feeling that... feeling that... Speaking personally… I have Speaking personally… I have the
    the feeling that... In my experience… I'd suggest In my experience… I'd suggest the feeling that... feeling that...
    In my experience… I'd suggest that… that… In my experience… I'd suggest In my experience… I'd suggest
    that… I'd like to point out that… My I'd like to point out that… My that… that…
    I'd like to point out that… My personal view is that personal view is that I'd like to point out that… My I'd like to point out that… My
    personal view is that I might be wrong but … For me ... I might be wrong but … For me ... personal view is that personal view is that
    I might be wrong but … For I might be wrong but … For I might be wrong but … For
    me ... me ... me ...
    I.Evaluating Learning The students are grouped The students are grouped into The students are grouped into The students are grouped The students are grouped
    into 6 groups. They will 6 groups. They will present a 6 groups. They will present a into 6 groups. They will into 6 groups. They will
    present a role play of any role play of any situation of role play of any situation of present a role play of any present a role play of any
    situation of their choice. their choice. their choice. situation of their choice. situation of their choice.
    Criteria: Criteria: Criteria: Criteria: Criteria:
    Relevant to the topic…10 Relevant to the topic…10 Relevant to the topic…10 Relevant to the topic…10 Relevant to the topic…10
    Evident of using the Evident of using the Evident of using the Evident of using the Evident of using the
    expression……10 expression……10 expression……10 expression……10 expression……10
    Impact of the Impact of the presentation….5 Impact of the presentation….5 Impact of the Impact of the
    presentation….5 presentation….5 presentation….5
    Total….25 points Total….25 points
    Total….25 points Total….25 points Total….25 points

    J. Additional activities for application or Study for the quiz next Study for the quiz next Study for the quiz next Study for the quiz next Study for the quiz next
    remediation meeting. meeting. meeting. meeting. meeting.
    Continuation of the Continuation of the Continuation of the Continuation of the Continuation of the
    presentation due to time presentation due to time presentation due to time presentation due to time presentation due to time
    contraints. contraints. contraints. contraints. contraints.
    V.REMARKS
    VI. Reflection
    A.No. of learners who earned 80% in the
    evaluation
    B. No. of learners who requires additional
    acts.for remediation who scored below 80%
    C. Did the remedial lessons work? No. of
    learners who caught up with the lessons
    D. No. of learners who continue to require
    remediation
    E. Which of my teaching strategies worked
    well? Why did this work?
    F. What difficulties did I encounter which my
    principal/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: Checked by

    RANDY R. SALIDAGA Mrs. RUTH P. CAGANG


    Teacher Master Teacher 1

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