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- 1. GRADE 7 DAILY LESSON LOG School: ILOILONATIONAL HIGH SCHOOL Grade Level: VII Teacher: DERAMAS, HECHANOVA, FUNTANILLA, BUÑI, LAGARTO, DAYANDAYAN Learning Area: ENGLISH Teaching Dates and Time: Week 9 Quarter: FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative 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 guides. A. Content Standards: The learner demonstrates understanding of: contemporary Philippine literature as a means of responding demands of the global village; variousextended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh- questions. B. Performance Standards: The learner transfers learning by: explaining the needs to be cooperative and responsible in today’s globalvillage; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats. C. Learning Competencies/Objectives: Write the LC Code for each EN7LC-IVi-8.3, EN7VC-IVi-16, EN7LT-IV0-7, and EN7OL-IVi-5 EN7OL-IVi-5, EN7G-IVi-6.1, EN7V-IVi-23.2, and EN7RC-IVi-10.5 EN7RC-IVi-10.5, EN7VC-IVi-16, and EN7WC-IVi-2.8.6.2 EN7RC-IVi-10.5, EN7VC-IVi-16, and EN7WC-IVi-2.8.6.2 II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Biographical Sketch Understanding Biographical Sketch Writing a Biographical Sketch Presentation of Written Biographical Sketch III. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. A. References 1.Teacher’s Guide Pages 2.Learner’s Materials Pages 3.Textbook Pages 4.Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
- 2. IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done 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 waysto learn new 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 Previous Lesson or Presenting the New Lesson Task 1 (7 minutes) The class will recall about their life since birth, and the significant events within their existence. B. Establishing a Purpose for the Lesson Task 2 (8 minutes) A. The teacher will read an example of a biographical sketch of Jose Rizal B. Let the students note the information being mentioned C. Presenting Examples/Instances of the Lesson Task 3 (8 minutes) After the activity, the following questions will be asked: a) What were the information being mentioned? b) Based on the example, what do you think is a biographical sketch? D. Discussing New Concepts and Practicing New Skills #1 Task 4 (37 minutes) Another biographical sketch will be presented 1. Jose Garcia Villa 2. Nick Joaquin 3. Lualhati Bautista The set of biographical sketch will be discussed further in order to know its format.
- 3. IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done 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 waysto learn new 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. E. Discussing New Concepts and Practicing New Skills #2 Task 5 (20 minutes) After examining the examples, the students will be given tips on how to write a biographical sketch. http://grammar.yourdictionary.c om/grammar-rules-and-tips/tips -on-writing-a-biographical-sketc h.html F. Developing Mastery (Leads to Formative Assessment 3) Task 6 (18 minutes) Let the students practice by interviewing a partner using the basic Wh- question, such as: What is your name? When is your birthday? Where were you born? Who are your parents? The students may add more questions Task 6.1 (8 minutes) Then, let the students make a biographical sketch about their partners based from the information they have gathered. G. Finding Practical Applications of Concepts and Skills in Daily Living Task 7 (22 minutes) Then, let the students make a biographical sketch about their partners based from the information they have gathered.
- 4. V. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done 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 waysto learn new 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. H. Making Generalizations and Abstractions about the Lesson Task 8 (20 minutes) A. The students will be reminded of the following information about writing someone else’s biographical sketch. http://templatelab.com/biography- templates/ http://www.usd116.org/profdev/a htc/lessons/heaterfel09/BioSketc hInfo.pdf I. Evaluating Learning Task 9 (32 minutes) The students will be presented with prompts about the topic and they will evaluate whether it is true or false. http://bettymingliu.com/2014/08/h ow-to-write-a-bio/ Activity (60 minutes) The student’s presentation (reading/sharing) will be 50% of their rating. The other 50% will be their written output. J. Additional Activities for Application or Remediation Home Task Using their “Clock Partner” organizer, the students will write a biographical sketch with pictureabout their date at 7:00 o’clock in the evening. With this following criteria: Content – 20 Mechanics – 15 Creativity – 15 VI. REMARKS
- 5. VII.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation B. No. of learners who require additionalactivities 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 work? 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?