This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are derived from the curriculum guides and focus on developing students' understanding of Anglo-American literature, use of language techniques, and performance in a chamber theatre presentation. The content focuses on maximizing strengths. Learning resources include textbooks, additional materials, and ICT resources. The procedures are spread out over the week and include reviewing previous lessons, establishing purposes, presenting examples, discussing concepts and skills practice.
This document is a daily lesson log for an English class covering various topics over the course of a week, including strengths, greatness, and adverbs. The log outlines the learning objectives, standards, and competencies for the week. It then details the daily procedures and activities, which include reviewing concepts, presenting new material, discussing topics, practicing skills, and assessing learning. Formative assessment strategies are used to evaluate students' understanding. The log concludes with the teacher reflecting on what worked well and areas needing improvement.
This document provides a daily lesson log for an English class. It includes the objectives, content standards, learning competencies, procedures, and reflections for the week. The objectives are to understand how literature serves as a means of valuing others and to effectively participate in a chamber theatre presentation. The content focuses on leaving a legacy. The procedures outline activities for each day, including reviewing concepts, presenting examples, discussing skills, and evaluating learning. Reflections include the number of students who met objectives and required remediation.
English LP- Bias and Prejudice Grade 9.docxAndreiBana1
This lesson plan is for a 9th grade English class on biases and prejudices. The objectives are for students to be able to determine biases from prejudices through examples and recognize situations that depict biases and prejudices. The lesson will define biases and prejudices, show pictures depicting them, and have students identify scenarios as bias or prejudice. Students will analyze sources of prejudice and discuss how to reduce prejudice. For evaluation, students will identify scenarios as bias or prejudice and draw a comic strip about biases and prejudices.
This document provides a daily lesson log for a Grade 9 English class. It includes the objectives, content, learning resources, and procedures for the week's lessons. The objectives are to understand how literature can value people and to use language techniques like adverbs and conditionals in a chamber theatre presentation. Students will discuss recognizing roles in life, analyzing how literature discovers the self, and distinguishing different writing styles. Learning activities include discussions, games, poems, and reflections on roles and inspiring figures. The resources listed are textbooks, guides, technology, and additional materials.
This document provides a daily lesson log for an English class in Grade 9. It includes the objectives, content, learning resources, and procedures for the week's lessons. The objectives are focused on literary devices like rhyme, onomatopoeia, and imagery. Students will analyze how these elements build theme in a poem. The procedures involve reviewing concepts, discussing literary devices, having students find examples in a poem, and forming groups to analyze different elements. Formative assessment will evaluate students' understanding of the seven ages of man depicted in the poem.
Grade 9 english lesson exemplar 2nd quarterShiela Capili
This document contains a lesson exemplar for a 9th grade English class. It includes learning competencies, content, tasks and assessments related to analyzing literature and comparing information across texts. Specifically, it focuses on exploring the concepts of valuing others and their circumstances through analyzing two poems - "Auld Lang Syne" and "I Think Continually of Those Who Were Truly Great". Students will read and discuss the poems, identifying similarities and differences. They will then explore the idea of greatness further through learning about Martin Luther King Jr. and creating infographics about Filipinos who exemplify greatness. The goal is for students to gain insights about valuing others from analyzing the literature.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
1. The document provides a daily lesson plan for an English class focusing on using multimedia resources to give instructions, provide information, and narrate events.
2. Students will learn about different types of multimedia like text, images, audio, video, and animations. They will practice identifying and choosing the best multimedia for different tasks.
3. Assessment includes activities where students analyze news reports, TV commercials, and complete tasks using different multimedia resources.
This document is a daily lesson log for an English class covering various topics over the course of a week, including strengths, greatness, and adverbs. The log outlines the learning objectives, standards, and competencies for the week. It then details the daily procedures and activities, which include reviewing concepts, presenting new material, discussing topics, practicing skills, and assessing learning. Formative assessment strategies are used to evaluate students' understanding. The log concludes with the teacher reflecting on what worked well and areas needing improvement.
This document provides a daily lesson log for an English class. It includes the objectives, content standards, learning competencies, procedures, and reflections for the week. The objectives are to understand how literature serves as a means of valuing others and to effectively participate in a chamber theatre presentation. The content focuses on leaving a legacy. The procedures outline activities for each day, including reviewing concepts, presenting examples, discussing skills, and evaluating learning. Reflections include the number of students who met objectives and required remediation.
English LP- Bias and Prejudice Grade 9.docxAndreiBana1
This lesson plan is for a 9th grade English class on biases and prejudices. The objectives are for students to be able to determine biases from prejudices through examples and recognize situations that depict biases and prejudices. The lesson will define biases and prejudices, show pictures depicting them, and have students identify scenarios as bias or prejudice. Students will analyze sources of prejudice and discuss how to reduce prejudice. For evaluation, students will identify scenarios as bias or prejudice and draw a comic strip about biases and prejudices.
This document provides a daily lesson log for a Grade 9 English class. It includes the objectives, content, learning resources, and procedures for the week's lessons. The objectives are to understand how literature can value people and to use language techniques like adverbs and conditionals in a chamber theatre presentation. Students will discuss recognizing roles in life, analyzing how literature discovers the self, and distinguishing different writing styles. Learning activities include discussions, games, poems, and reflections on roles and inspiring figures. The resources listed are textbooks, guides, technology, and additional materials.
This document provides a daily lesson log for an English class in Grade 9. It includes the objectives, content, learning resources, and procedures for the week's lessons. The objectives are focused on literary devices like rhyme, onomatopoeia, and imagery. Students will analyze how these elements build theme in a poem. The procedures involve reviewing concepts, discussing literary devices, having students find examples in a poem, and forming groups to analyze different elements. Formative assessment will evaluate students' understanding of the seven ages of man depicted in the poem.
Grade 9 english lesson exemplar 2nd quarterShiela Capili
This document contains a lesson exemplar for a 9th grade English class. It includes learning competencies, content, tasks and assessments related to analyzing literature and comparing information across texts. Specifically, it focuses on exploring the concepts of valuing others and their circumstances through analyzing two poems - "Auld Lang Syne" and "I Think Continually of Those Who Were Truly Great". Students will read and discuss the poems, identifying similarities and differences. They will then explore the idea of greatness further through learning about Martin Luther King Jr. and creating infographics about Filipinos who exemplify greatness. The goal is for students to gain insights about valuing others from analyzing the literature.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
1. The document provides a daily lesson plan for an English class focusing on using multimedia resources to give instructions, provide information, and narrate events.
2. Students will learn about different types of multimedia like text, images, audio, video, and animations. They will practice identifying and choosing the best multimedia for different tasks.
3. Assessment includes activities where students analyze news reports, TV commercials, and complete tasks using different multimedia resources.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docxkierguido2
This document contains a summary test assessing knowledge of biases and prejudices. It provides definitions and examples to identify as bias or prejudice. The test has two parts:
1) Identifying 10 situations as demonstrating bias or prejudice.
2) Rewriting 10 biased or prejudiced sentences about surveys and groups of people.
The test was prepared by four individuals and aims to differentiate between biases and prejudices.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.
Grade 9 english lesson exemplar 4th quarterShiela Capili
This document provides a lesson plan for teaching technical theater vocabulary to 9th grade English students. It includes 4 tasks: 1) A word checklist activity where students categorize words as familiar or unfamiliar; 2) A flashbulb memory activity where students try to remember as many words as possible from lists exchanged between groups; 3) Writing down remembered words with definitions; 4) A crossword puzzle to assess learning. The goal is for students to learn technical terms related to drama and theater like stage directions, and be able to complete an assessment using their new vocabulary knowledge.
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
Detailed Lesson Plan (Reading and Writing) Topic SentenceAnjenette Columnas
This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document discusses using sensory details in writing. It provides examples of sensory details related to the five senses: sight, sound, smell, taste, and touch. Specific examples are given for each sense, such as describing the sound of rain on a roof or the smell of freshly brewed coffee. The document emphasizes that sensory details allow readers to form a clear mental picture and have a more concrete sensory experience of what is being described. It also gives examples from the story of Beowulf that use descriptive language to appeal to the senses, such as mentioning the sound of Grendel laughing or the sight of treasures in a room.
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on distinguishing between literal and figurative language. The objectives are to have students classify texts as literal or figurative and discriminate between the two types of language. Across multiple class periods, the teacher will engage students through activities, show examples in a video, discuss concepts, and evaluate learning through a short assessment. The teacher found success using videos and reviewing concepts periodically, and all students achieved mastery except for 5 who later caught up through remedial lessons.
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
This document discusses desirable traits of Filipinos and Philippine culture and national identity. It begins by outlining what the reader will learn, including showing pride in Filipino culture and respect for national symbols. It then provides a poem that highlights several national symbols like the flag, anthem, costumes, and heroes. The poem encourages showing respect for these symbols and pride in one's identity. It aims to help readers understand and demonstrate traits that mark a true Filipino.
This lesson plan is for an English class in Madagascar on January 17th from 1-2 PM. The objectives are for students to discover how literature shows cooperation and responsibility through the Philippine epic "Ibalon." Students will analyze information from the epic, make inferences, and respond creatively. The lesson will involve motivating students with fictional characters, reading sections of the epic aloud and analyzing details, discussing the heroes and their qualities, and reflecting on what makes a hero. Students will demonstrate their understanding through online discussion posts about the epic's themes and how to apply the morals in real life. Their responses will be evaluated based on writing quality.
This document outlines the objectives, content, resources, and procedures for an English lesson on reacting to assertions in texts for 7th grade students. The lesson objectives are to identify assertions in texts, take a stance on ideas, and write an editorial column applying the structure. Students will read life coach quotations and comic strips, define key terms, analyze an editorial example, and complete a writing activity identifying assertions in a news excerpt. The teacher will track students' mastery of the objectives and identify those needing remediation.
This document outlines the daily lesson log and objectives for an English class, including the content standards, performance standards, and learning competencies to be covered over the course of a week. The lesson plans describe the procedures and activities to be used each day, including reviewing concepts, presenting new material, practicing skills, and evaluating learning. The teacher is asked to reflect on student progress and determine who requires additional remedial instruction.
The document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to understand how literature values people and to develop verbal/non-verbal skills for a performance. The content is about observing others' circumstances. Resources include textbooks and additional materials. Procedures include reviewing concepts, presenting new material, discussions, practice activities and assessments to meet the learning competencies.
Lesson Plan for English 7-Linear & non-linear text.docxNelissaPearl
The document summarizes a classroom observation of an English lesson on linear and non-linear texts. The teacher introduced the concepts of linear and non-linear texts, provided examples of each, and had students practice transcoding between the two text types. Students were then grouped and assigned to transcode passages into different non-linear text formats like sequence charts, Venn diagrams, bar graphs and pie charts.
This document provides instruction on identifying genres of viewing materials. It begins by stating the lesson objectives which are to organize information from viewed materials, determine their purpose and intended audience, and identify their features.
Several genres of viewing materials are then defined, including news flashes, weather reports, internet-based programs, movie trailers, and documentaries. Examples are provided for each.
An assessment activity is included where students must match genres to their defining features and identify genres based on descriptions. The document concludes with an assignment for students to view a material, analyze it based on provided criteria, and present their findings to the class.
This document is a daily lesson log for an English class covering July 19-21, 2017. It outlines the objectives, content standards, performance standards, and learning competencies for the week. It then details the daily procedures and activities, which include reviewing concepts, discussing new ideas, practicing skills, and assessing learning. Formative assessment strategies are used throughout the week to guide instruction and identify students who need remediation. The log reflects on the number of students who achieved learning targets and require additional support, and evaluates what teaching methods were effective and challenges that arose.
This document outlines the weekly lesson plan for an English class in Grade 7. The lesson focuses on Philippine literature from the Period of Apprenticeship, using the poem "The Wedding Dance" as a text. Over the course of the week, students will analyze the poem's themes and language, discuss cultural aspects of regional dances in the Philippines, and debate topics related to relationships and letting go. Assessment activities include interpreting the poem through dance, creating a travelogue based on its description of countryside scenery, and summarizing the customary marriage laws presented.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docxkierguido2
This document contains a summary test assessing knowledge of biases and prejudices. It provides definitions and examples to identify as bias or prejudice. The test has two parts:
1) Identifying 10 situations as demonstrating bias or prejudice.
2) Rewriting 10 biased or prejudiced sentences about surveys and groups of people.
The test was prepared by four individuals and aims to differentiate between biases and prejudices.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.
Grade 9 english lesson exemplar 4th quarterShiela Capili
This document provides a lesson plan for teaching technical theater vocabulary to 9th grade English students. It includes 4 tasks: 1) A word checklist activity where students categorize words as familiar or unfamiliar; 2) A flashbulb memory activity where students try to remember as many words as possible from lists exchanged between groups; 3) Writing down remembered words with definitions; 4) A crossword puzzle to assess learning. The goal is for students to learn technical terms related to drama and theater like stage directions, and be able to complete an assessment using their new vocabulary knowledge.
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
Detailed Lesson Plan (Reading and Writing) Topic SentenceAnjenette Columnas
This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document discusses using sensory details in writing. It provides examples of sensory details related to the five senses: sight, sound, smell, taste, and touch. Specific examples are given for each sense, such as describing the sound of rain on a roof or the smell of freshly brewed coffee. The document emphasizes that sensory details allow readers to form a clear mental picture and have a more concrete sensory experience of what is being described. It also gives examples from the story of Beowulf that use descriptive language to appeal to the senses, such as mentioning the sound of Grendel laughing or the sight of treasures in a room.
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on distinguishing between literal and figurative language. The objectives are to have students classify texts as literal or figurative and discriminate between the two types of language. Across multiple class periods, the teacher will engage students through activities, show examples in a video, discuss concepts, and evaluate learning through a short assessment. The teacher found success using videos and reviewing concepts periodically, and all students achieved mastery except for 5 who later caught up through remedial lessons.
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
This document discusses desirable traits of Filipinos and Philippine culture and national identity. It begins by outlining what the reader will learn, including showing pride in Filipino culture and respect for national symbols. It then provides a poem that highlights several national symbols like the flag, anthem, costumes, and heroes. The poem encourages showing respect for these symbols and pride in one's identity. It aims to help readers understand and demonstrate traits that mark a true Filipino.
This lesson plan is for an English class in Madagascar on January 17th from 1-2 PM. The objectives are for students to discover how literature shows cooperation and responsibility through the Philippine epic "Ibalon." Students will analyze information from the epic, make inferences, and respond creatively. The lesson will involve motivating students with fictional characters, reading sections of the epic aloud and analyzing details, discussing the heroes and their qualities, and reflecting on what makes a hero. Students will demonstrate their understanding through online discussion posts about the epic's themes and how to apply the morals in real life. Their responses will be evaluated based on writing quality.
This document outlines the objectives, content, resources, and procedures for an English lesson on reacting to assertions in texts for 7th grade students. The lesson objectives are to identify assertions in texts, take a stance on ideas, and write an editorial column applying the structure. Students will read life coach quotations and comic strips, define key terms, analyze an editorial example, and complete a writing activity identifying assertions in a news excerpt. The teacher will track students' mastery of the objectives and identify those needing remediation.
This document outlines the daily lesson log and objectives for an English class, including the content standards, performance standards, and learning competencies to be covered over the course of a week. The lesson plans describe the procedures and activities to be used each day, including reviewing concepts, presenting new material, practicing skills, and evaluating learning. The teacher is asked to reflect on student progress and determine who requires additional remedial instruction.
The document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to understand how literature values people and to develop verbal/non-verbal skills for a performance. The content is about observing others' circumstances. Resources include textbooks and additional materials. Procedures include reviewing concepts, presenting new material, discussions, practice activities and assessments to meet the learning competencies.
Lesson Plan for English 7-Linear & non-linear text.docxNelissaPearl
The document summarizes a classroom observation of an English lesson on linear and non-linear texts. The teacher introduced the concepts of linear and non-linear texts, provided examples of each, and had students practice transcoding between the two text types. Students were then grouped and assigned to transcode passages into different non-linear text formats like sequence charts, Venn diagrams, bar graphs and pie charts.
This document provides instruction on identifying genres of viewing materials. It begins by stating the lesson objectives which are to organize information from viewed materials, determine their purpose and intended audience, and identify their features.
Several genres of viewing materials are then defined, including news flashes, weather reports, internet-based programs, movie trailers, and documentaries. Examples are provided for each.
An assessment activity is included where students must match genres to their defining features and identify genres based on descriptions. The document concludes with an assignment for students to view a material, analyze it based on provided criteria, and present their findings to the class.
This document is a daily lesson log for an English class covering July 19-21, 2017. It outlines the objectives, content standards, performance standards, and learning competencies for the week. It then details the daily procedures and activities, which include reviewing concepts, discussing new ideas, practicing skills, and assessing learning. Formative assessment strategies are used throughout the week to guide instruction and identify students who need remediation. The log reflects on the number of students who achieved learning targets and require additional support, and evaluates what teaching methods were effective and challenges that arose.
This document outlines the weekly lesson plan for an English class in Grade 7. The lesson focuses on Philippine literature from the Period of Apprenticeship, using the poem "The Wedding Dance" as a text. Over the course of the week, students will analyze the poem's themes and language, discuss cultural aspects of regional dances in the Philippines, and debate topics related to relationships and letting go. Assessment activities include interpreting the poem through dance, creating a travelogue based on its description of countryside scenery, and summarizing the customary marriage laws presented.
DLL_2nd Quarter_ wk4.docx english daily lesson logJamaBustamante2
This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, procedures, and evaluation for the week's lessons. The lessons focus on Philippine literature from the Period of Apprenticeship, examining conflicts through a poem called "The Wedding Dance." Students will analyze the poem for literal and figurative language, discuss cultural dances, and debate why people part ways. Assessment includes an interpretive dance performance representing the poem and a travelogue applying what they learned. The teacher reflects on students' progress and areas for improvement.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
This document contains a daily lesson log for an 8th grade English class. It outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are focused on writing effective paragraphs, listening skills, evaluating literary texts, and employing proper grammatical structures. The content covers topics about Thailand, Malaysia, bibliographies, and idiomatic expressions. Learning resources include textbooks, worksheets, and online materials. The procedures provide step-by-step instructions for classroom activities covering vocabulary, viewing, discussions, group work and assessments. The reflection section allows the teacher to evaluate student performance and determine areas for improvement.
This document outlines the objectives, content, learning resources, procedures, and reflection for an English lesson for 9th grade students over the course of two weeks. The objectives are focused on analyzing literature to understand unchanging values, demonstrating understanding of Anglo-American literature, and competently performing in a full-length play. The content for week one is "Holding On To A Dream In A Changing World" and for week two is "Ensuring Family Security." Detailed procedures are provided for each day, including reviewing concepts, practicing skills, developing mastery, and evaluating learning. In reflection, the teacher considers students' progress and strategies for improvement.
This document provides a daily lesson log for an English class at Aplaya National High School. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The objectives are related to Philippine literature during the Period of Apprenticeship, listening and viewing strategies, literal and figurative language, extracting information from sources, oral communication cues, and sentence structure. The content focuses on the short story "The Mats" by Francisco Arcellana. Learning resources include textbooks, worksheets, and pictures. Procedures include activities like reviewing vocabulary, discussing the story, identifying similes, constructing a family tree, researching burial customs, and identifying primary sources. Formative assessments are built into the
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content standards, learning competencies, procedures, and reflections for lessons on celebrating self-worth through a speech choir presentation. Key points covered include analyzing poems on positive traits, crafting advice poems and columns, rehearsing a selected poem, and performing the speech choir presentation with a focus on delivery, voice, and audience impact. Formative assessments are built into the lessons to evaluate student understanding.
The document provides details of an English lesson for Grade 9 students, including:
- Objectives and learning competencies to be achieved over the week related to Anglo-American literature and language skills.
- Examples of activities planned for each day, such as exploring concepts in a poem by Rudyard Kipling, discussing punctuation marks, and practicing speech skills.
- Formative assessment strategies employed throughout the week including group discussions, presentations, reflections on insights gained, and a vocabulary game.
1. The document outlines a 5 day lesson plan integrating language arts and theatre to teach a story about a girl looking for her lost hat.
2. On days 1-3, students will learn about narrative pantomime, identify significant details from the story, and practice depicting those details through pantomime.
3. On days 4-5, students will work in groups to complete a chart summarizing parts of the story, create and rehearse a narrative pantomime based on their section, and perform for their classmates.
4. The lesson aims to help students understand how to identify important story elements and use pantomime to nonverbally convey those elements.
G-8-DLL-WEEK-7.docx media information technologyElysaMicu
This document contains a daily lesson log for an English class. It outlines the week's objectives, content standards, learning competencies, procedures, and assessments. The objectives are to understand African literature, reading styles, prosodic features, oral presentation skills, and parallel structures. Throughout the week, students will analyze a story, identify elements of different genres, use context clues, and deliver a speech with effective delivery techniques. Formative assessments include exercises, discussions, speeches and evaluations to check students' understanding of the concepts. The log also includes reflections on teaching effectiveness and students' learning progress.
This document contains a daily lesson log for an English teacher covering grades 7-9. It outlines the objectives, content, learning resources, procedures, and assessment for lessons taught between January 23-27, 2023. The objectives focus on understanding Anglo-American literature, analyzing one-act plays, and performing plays skillfully. The content covers topics like racial differences, vocabulary, and the history of Manila Bay. A variety of learning resources are listed including textbooks, pictures, and an audio CD player. The procedures describe tasks, discussions, readings, and composition activities. Formative assessment includes student descriptions of cultural celebrations and comparisons of traditions.
This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives focus on pre-colonial Philippine literature, reading styles, vocabulary, English pronunciation, and subject-verb agreement. The content for the week includes paragraphs, word stress, analyzing media genres, vocabulary, comprehension of a short story, and subject-verb agreement. The procedures provide step-by-step instructions for classroom activities related to these topics each day. These include presentations, discussions, readings, and exercises. The reflection section allows the teacher to evaluate student learning and progress, as well as difficulties that could be addressed by supervisors.
English 7 DLL Quarter 3 Week 1 MELC-BASEDEllaSophia1
This document summarizes a teacher's daily lesson log for an English class of 7th graders. Over the course of a week, the teacher planned to cover topics like literal and figurative language, narrative elements, and determiners. Each day's lesson included objectives, content, learning resources, procedures, and assessments. The teacher reflected on students' progress and challenges, noting that some required additional remedial activities to master the concepts.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
The document provides details of a daily lesson log for a Grade 9 English class. It includes objectives to be covered for the week related to content standards, performance standards, and learning competencies. The lesson focuses on celebrating self-worth through analyzing and discussing the poem "If" by Rudyard Kipling. Procedures are outlined for the week, including reviewing concepts, presenting examples, discussing new skills, and finding practical applications. The goal is for students to understand how to attain self-worth and get the most out of life.
This document contains a daily lesson log for an 8th grade English class. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are derived from the curriculum standards and focus on topics like East Asian literature, visual and verbal signals in texts, listening strategies, literal and figurative language, and grammatical expressions for developing ideas. The content for the week includes pie graphs, firefly hunts, clines, and cause and effect. A variety of learning resources like textbooks, videos, and worksheets are listed. The daily procedures provide guidance for introducing new material, discussing concepts, practicing skills, finding applications, assessment, and remediation.
The author discusses how communications technology is negatively impacting human interaction and connection. He describes experiences where conversations were interrupted by cell phones and people were focused on their devices rather than interacting with those around them in the park. While technology was meant to make communication easier, it has unintended consequences of making people feel more disconnected the more connected they become online and through devices. The author has imposed limits on his own technology use to avoid losing meaningful in-person interactions.
This document discusses communicating appropriately based on relationships and situations. It defines intimate communication styles used within close families and friend groups, using personal language and terms of endearment. As an activity, students will work in groups to create short dialogues between a student and their parent, friend, or teacher to celebrate an academic achievement, demonstrating the different communication styles. Afterwards, students will individually answer questions about the formality of each conversation and how relationships influence communication. The assignment is to read a selection called "Auld Lang Syne."
Here is the division of the tasks into sets and groups as requested:
Set A
Group 1: If you were to choose the type of Government that we should have in our country, would it be Federalism or Democratic.
Group 2: If you were to choose the type of Government that we should have in our country, would it be Federalism or Democratic.
Set B
Group 1: Environmental Issues
Group 2: Environmental Issues
This document discusses communicating appropriately based on relationships and situations. It defines intimate communication styles used within close families and friend groups, using personal language and terms of endearment. As an activity, students will work in groups to create short dialogues between a student and their parent, friend, or teacher to celebrate an academic achievement, demonstrating the different communication styles. They will then answer questions individually about the formality of each conversation and how relationships influence communication. The assignment is to read a selection called "Auld Lang Syne."
The document compares and contrasts the elements of poetry and prose. It discusses the key elements of poetry, including rhyme scheme, imagery, rhythm, sound techniques like repetition, and themes or symbols. The main elements are the use of figurative language like metaphor and personification. It then defines prose as ordinary writing and discusses the different types of prose, including narrative, descriptive, discursive, and didactic/directive prose. The document provides information on analyzing both poetry and prose forms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document discusses the consultative style of communication, which involves a more informal dialogue where speakers do not plan out what they will say and use shorter, more spontaneous sentences. It provides examples of situations that typically use consultative style, such as business transactions, doctor-patient conversations, student-teacher conversations, expert-apprentice discussions, and group discussions. An activity is proposed where groups create sample dialogues modeling these different examples of consultative communication.
This document outlines the objectives, expectations, and content of a lesson on casual style and casual conversations. The lesson aims to identify features of casual dialogue, appropriate communication styles for casual situations, and the importance of using the right style. Students will craft and perform casual dialogues in groups between teenagers and parents or peers, and individually analyze the differences between the two dialogues.
The document discusses subject-verb word order in sentences. It states that the typical order is for the subject to come before the verb, and provides examples like "Julie likes pizza". However, it notes there are some cases where the verb comes before the subject, such as in questions, question tags, exclamations, and sentences with reporting verbs. The document provides additional examples and explanations of each case of inversion. It concludes with an exercise where readers must identify and correct instances of incorrect word order in sample sentences.
English 9 Theater technical vocabulary (equipment)Vince Cailing
This document defines and describes various technical theatre terms related to stage management, sound, lighting, and scenic elements. It provides definitions for 24 terms including prompt book, green room, woofer, boom stand, crossfader, call board, front of house, personal props, valence, shotgun mic, false proscenium, douser, jackknife platform, house right, floor plan, subwoofer, hazer, set dressing, backlight, casters, wing space, stock scenery, audience blinders, and masking.
How to identify Rhyme scheme? (with personalized poems)Vince Cailing
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Modal verbs are special verbs that indicate modality such as ability, possibility, permission, and obligation. There are several common modal verbs in English including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are used with an infinitive verb without "to" and do not have tenses or forms like the -ing form. They provide additional meaning about the action of the main verb. Examples are given of how different modal verbs are used and their meanings.
English 9 Interjections Lesson with activitiesVince Cailing
This document defines and provides examples of interjections. Interjections are words that express emotions or reactions. They include words that show emotion like "Wow!" and "Ouch!", words used as greetings like "Hello!" and "Hey!", words that show agreement or disagreement like "Sure!" and "No!", and just sounds like "Ugh!" and "Phew!". The document provides examples of interjections used in sentences and discusses punctuation used with interjections.
English 9 Present and Past Conditioning conditionalsVince Cailing
This document discusses present real and present unreal conditional sentences. It provides examples of each using if/when and simple present or past verb tenses. Present real conditionals are used to talk about probable present situations, while present unreal conditionals discuss improbable present situations and use "if" with a simple past verb.
English 9 Adverbs time and place lessonVince Cailing
Adverbs are words that modify verbs, adjectives, or other adverbs. They can indicate time, such as "later" or "yesterday", or place, such as "here" or "outside". Adverbs of time signify when an event occurred, like "later that year" referring to when Martin Luther King Jr. won the Nobel Prize. Adverbs of place indicate a location, for example "here" showing where a wallet is located. Some nouns like "home" can also function as adverbs of place or time.
This document discusses different types of adverbs including adverbs of time, place, and manner. It provides examples of each type of adverb such as "quickly" as an adverb of manner modifying the verb "passed" in the sentence "The evening quickly passed." Students are directed to review examples and complete an activity in their book to practice identifying different types of adverbs.
English 9 Gerunds as Subject, subject complement, and Direct ObjectVince Cailing
Here are the sentences with gerunds underlined and their functions identified:
1. Johnny enjoys listening to rock music. DO
2. Lea's favorite hobby is eating. SC
3. Reading is a very good brain exercise. S
4. Researching is a complicated job. S
5. The food looks inviting to my eyes. DO
6. The dance steps are motivating. SC
7. Ian loves cooking his favorite dish. DO
8. My sister's favorite activity is chatting over the internet. SC
9. Writing poems is an artistic expression of feelings. S
10. George does cycling every weekend. DO
This document contains English test items for different grade levels and grading periods at Patrocino National High School. It includes 5 multiple choice questions for each grade level and grading period assessment. The questions cover topics like parts of speech, literary devices, comprehension of idioms and context clues, and analyzing folktales, poems, and research documents. The correct answers to each set of 5 questions are provided at the end in a list.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
English 9 Q1 Week 3
1. GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level & Section: Grade 9
Teacher: Learning Area: English
Teaching Datesand Time: Week 3 Quarter: First Quarter
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met 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 how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
B. Performance Standards: The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
C. Learning Competencies/Objectives:
Write the LC Code for each
EN9OL-Ic-1.15:
Use the appropriate
segmentals(soundsofEnglish)
and the suprasegmentals or
prosodic features of speech
when delivering lines of poetry
and prose in a speech choir,
jazz chants and raps
EN9F-Ic-3.1: Produce the
correct beat and rhythm in
deliveringjazz chantsandraps
ENWC-Ic-8: Distinguish
between and among
informative, journalistic, and
literarywriting
EN9G-Ic-18:Use
interjections to convey
meaning.
EN9G-Ic-17:Usenormaland
inverted word orderin creative
writing
EN9G-Ic-1.6/1.7:Use
appropriatepunctuationmarks
andcapitalizationto convey
meaning
EN9RC-Ic-13.2: Take note of
sequencesignalsorconnectors
to determine patterns of idea
Development given in a text
EN9VC-Ic-3.8: Infer thoughts,
feelings, and intentions in the
material viewed
EN9LC-Ic-3.12:Paraphrase
the text listenedto
EN9V-Ic-15: Explain how
words are derived from names
of persons and places
EN8LT-Ic-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary
selection
EN8LT-Ic-14: Analyze
literature as a means of
enhancing the self
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
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.
Lesson 2: Maximizing my Strength
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.
D. References
1. Teacher’s Guide Pages Page 26-27 on Teacher’s
Guide
Page 23-24 on Teacher’s
Guide
Page 20-22 on Teacher’s
Guide
Page 22-23 on Teacher’s
Guide
2. Learner’s Materials Pages Page 36-39 on Learner’s
Materials
Page 31-36 on Learner’s
Materials
Page 23-25 on Learner’s
Materials
Page 26-31 on Learner’s
Materials
3. Textbook Pages Page 44-48 in Learner’s Book
Anglo American Literature
Page 39-45 in Learner’s Book
Anglo American Literature
Page 29-31 in Learner’s Book
Anglo American Literature
Page 33-38 in Learner’s Book
Anglo American Literature
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources ICT ICT ICT ICT
2. (Television, Laptops,
Video Clips)
Copy of the Text
Textbook
(Television, Laptops,
Video Clips)
Copy of the Text
Textbook
(Television, Laptops,
Video Clips)
Copy of the Text
Textbook
(Television, Laptops,
Video Clips)
Copy of the Text
Textbook
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 ways to 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
REVIEW:
Review to them the signalsand
punctuation marks learned and
noted from the poem “The
Battle with Grendel”
Recall how these marks and
signals help deliver a literary
piece more effectively
REVIEW:
Review to them the happenings
andevents theyrememberfrom
the poem “The Battle with
Grendel”. Gather students’
answers and process them.
INTRODUCE:
“Character cannot be
developed in ease and quiet.
Onlythroughexperienceof trial
and suffering can the soul be
strengthened,ambitioninspired
and success achieved.”
- Hellen Keller
Make to catch student’s
attention while sharing and
explaining about the quote.
INTRODUCE:
Beowulf is admired for the
richness of its poetry. About a
thirdof thewordsinBeowulfare
words known as Kennings.
Kenningscombinetwowordsto
create an evocative and
imaginative alternative word.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
B. Establishing a Purpose for the Lesson MOTIVATION:
INTRODUCETHE
CHARACTERSSeetask
11”DiscoveryTasks”
a. Have the classwritea
speechballoontointroduce
Beowulfand Grendelusingthe
cartoonstrips beingprovided.
b. Let them usesequence
signalsandpunctuationmarks.
c. Instruct them to suggest on
howto effectively speakand
deliver their lines.
d. Let them reador deliver the
linesby observing appropriate
stress, intonationandjuncture
in reading“Beowulf”.
e. Remindthem that each
groupwilltake turns reading
specific stanzasfrom Beowulf.
MOTIVATION:
Give further detailsabout
Beowulfthat learner’swillgrow
appreciationwithinthemselves
aboutthe greatnessof the
poet.
SHARE:
Maximizingmeans“makingthe
best use of” and this is what
you mustdo with your strength.
Thishappenswhenyoufocus
on the areasyou are most
skilled,talented and strong
whileavoidingyour
weaknesses.
MOTIVATION:
Give further detailsabout
Beowulfthat learner’swillgrow
appreciationwithinthemselves
aboutthe greatnessof the
poet.
3. C. Presenting Examples/Instances of the
Lesson
SHARE:
“The infamous killer fought
For his freedom, wanting no
flesh but retreat,
Desiring nothing but escape;
his claws
Had been caught, he was
trapped”
Your Discovery Tasks SAY
YES or NO
See Task 4”Your Text”
a. Tellthestudents to say yes if
the statement is congruent to
the poem readandnoifitis not.
b. Let them cite lines from the
poem to test if their
interpretation is correct.
c. Have them explain their
answer to lead them to the
understandingofthethemeand
message of the poem
This week’s lesson will unfold
one’sgreatnessandheroic acts
which will lead you to discover
your hidden potentials and
develop skillsfor the realization
of the world’s ultimate goal ---
positive transformation.
Form groupsoffour.Explainthe
Kennings in this tic-tac-toe
board. Choose three Kennings
ina row to explain.You mustall
do those in the center.
D. Discussing New Concepts and
Practicing New Skills #1
TYPE THE TEXT
See task 12”Your Discovery
Tasks”
a. Ask the students to identify
the text type of the following
articles as to journalistic,
informative, or literary.
b. After doing the task above,
ask them write their ideas
about the features of a
literary text and how each
should be read.
Task 5. Illustrate the
Creations
Basedon the poem,howdo
you imaginetheentitiesinthe
poem?Describeeachbased
on whatis saidin the text and
basedon howyou imagined
each.Write your answersin
the table
INITIAL TASKS
Let’s begin your lesson by
working on the first two
activities to guide you in your
journeythroughout the lesson.
Task 1.Hit the Hints
a. Show the pictures of
supernatural heroes
b. Let the students infer about
the strengths or powersof each
hero.
c. Process the answers/ output
of the students. (pp. 30 on
Learner’s module)
ATTACK those WORDS
See Task 3 “Your Text”
a. Instruct the students to
classify the compound words
based on their derivation
indicated on the table.
b. Process the answers. You
may ask the following
questions:
1. What is your basis in
classifying the words according
to their category?
2. What is the modern
equivalent meaning of each
word?
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
E. Discussing New Concepts and
Practicing New Skills #2
DISCUSS:
1. Informative text: Serves to
inform; provides or discloses
information; instructive;
instructional
2. Journalistic text: radio, print,
television,and onlinejournalism
that presents information. 3.
Literary Text: Literary text is
defined as a wide variety of
Task 6. Compare and
Contrast
Fill out the Venn Diagram to
show the similarities and
differences of Beowulf and
Grendel
b. Answer the following
questions to get to know our
characters better.
1. Who among the characters
do you like most? Why?
_________________________
_________________________
2. Do you have what it takes to
be like any of them? Why do
you say so?
As you readthe poem,listdown
moreexamplesofKennings or
word derivations from Beowulf
to add to your vocabularylist.
_________________________
_________________________
____________________
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
4. imaginativeandcreativewriting
that leads to the
appreciation of the cultural
heritagesofstudents. Literaryis
defined as something
related or associated with
literature or scholarly learning
and writing.
http://www.ask.com/question/w
hat-is-the-definition-of-a-
literary-text
_________________________
________________________
3. Basedontheircharacteristics
and intentions, what name
couldbeassociatedwiththem?
_________________________
________________________
_________________________
_________________________
____________________
_________________________
_________________________
___________________
F. Developing Mastery
(Leads to Formative Assessment 3)
Task13. Rap Meantfora
Hero
a. Write meaningfulsentences
abouta hero in your life.
Includethesequencesignals
you have learned,colonsand
semi-colons,You maygoback
to the introductionyou wrote
andpresentedin your previous
activity. Be sureto usethe right
descriptivewordsand some
examplesof“Kennings”inyour
paragraph.
Task9. Spot the signalsand
punctuationmarks
a. Instruct the class to scan
onceagainthe poem “Beowulf”
and list down sequencesignals
they could spot.
b. Have them illustrate how
these words are used in the
selection byfilling out the grid.
c. Remind them about the use
of sequence markers
DISCUSS:
Sequence markers can signal
howto interpretthe relationship
betweensentencesinanumber
of different ways.
Task 2.Say that Again a.
Listen as your teacher plays a
recorded song three times.
Write down at least three lines
from the song that captured
your attention. Once you’ve
written them, work with a
partner and discuss how you
understood each line.
a. Let the students write three
lines from the listeningtext that
they like the most.
b. Have them restate the lines
using their own words and
sentences.
c.Tellthem toreadtheirworkin
front of the class.
d. After processing the above
task, discuss the tips in
paraphrasing
Listening text/Material: Hero by
Mariah Carey
Read the epic poem “Beowulf”
which deals with war and
adventure.
Let the students read the poem
aloud observing appropriate
intonation, stress, and
pronunciation
5. http://www.lyrics007.com/Maria
h%20Carey%20Lyrics/Hero%2
0 Lyrics.html
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Task14. ShareyourLife’s
Lessons
Task10.Markthe Punctuations
Below are stanzas from
Beowulf. Take note of the
punctuation marks used in the
stanzas andbereadyto answer
questions about them.
(Note: This task is still to be
improve by the author based
from the comments of the
content reviewer.)
Answer these questions to
know more about the
punctuation marks.
1. What punctuationmarksare
highlightedinthegiven
stanzas?
_________________________
_________________________
2. What is the meaning
conveyed whenthese
punctuationmarksareused?
_________________________
_________________________
3. When do we use them?
_________________________
_________________________
Paraphrasingwillmakeusown
our ideasas inspiredbyother
people’sworkandwillkeep us
from plagiarizingother’sworks.
EXPLAIN:
Thisliterarypieceisa rich
poetry whichthemeisanepic
story whichshowsthe richness
of the author’s mindthrougha
deliberateshowoff of warsand
adventure stories.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
H. Making Generalizations and
Abstractions about the Lesson
It is said to be the greatest
poem ever written in a modern
European language four
centuries before the Norman
Conquest. Beowulf shows an
interplayof Christianandpagan
beliefs. The original writer
remains unknown. It has been
said that Burton Raffel’s
It is said to be the greatest
poem ever written in a modern
European language four
centuries before the Norman
Conquest. Beowulf shows an
interplayof Christianandpagan
beliefs. The original writer
remains unknown. It has been
said that Burton Raffel’s
Rewriting lines from songs,
poems, stories, and other
articles is one way of
paraphrasing. Paraphrasing is
often defined as putting into
your own words texts that are
originallyfrom the author.
It is saidtobethegreatestpoem
ever written in a modern
European language four
centuries before the Norman
Conquest. Beowulf shows an
interplayof Christianandpagan
beliefs. The original writer
remains unknown. It has been
said that Burton Raffel’s
6. translationfrom the originalOld
English is the most celebrated
and most read by students and
general readers alike
translationfrom the originalOld
English is the most celebrated
and most read by students and
general readers alike
translation from the original Old
English is the most celebrated
and most read by students and
general readers alike
I. Evaluating Learning b. Go back to your previous
activity, Task 11 entitled,
“Introduce the Characters.”
Present your output to the class
by rapping. Be guided by the
tips on doing the RAP as
follows: Make sure there’s
rhyme in the material you will
rap. Rhyme mattersin rap as in
any poetic form.
1. Perform rap in time to a beat
2. Don’t say anything that will
offend people.
3. Craft your own style.
4. Have fun while rapping.
5. Practice. Practice. Practice.
c. It’s your chance to rap now.
Your school’s dramatic guild is
in search of a rapper who will
introduce the lead
character/hero through a rap.
You’ve beenaskedto try out for
the part. You will render a one-
minute rap about the hero in
your life in front of your class
with your English teacher and
class adviser. Be reminded of
the rhyme, rhythm and beat
when you do the rap.
POST READING:
Let the learner’sgo backto the
list of word derivations they
created before reading.
Let the classshare theirlistings
and encourage them explain
their chosenwords in their own
ideas.
C. With the tips and examples
given to you on paraphrasing,
be ready to listen to another
recorded song and write down
two lines from the song which
you like the most and
paraphrase them.
Lines from the Song
a.
b.
Your Paraphrase
a.
b.
POST READING:
Let the learner’s go back to the
list of word derivations they
created before reading.
Let the classsharetheir listings
and encourage them explain
their chosen words in their own
ideas.
Remedial
Instruction/Enhancement Activities
for reading/Individual
Learning/Cooperative Learning
J. Additional Activities for Application or
Remediation
V. REMARKS ________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
________Accomplished
________NotAccomplished
Reason:
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Thinkabout your student’s progress this week. What works? What else needs to be done to help the students learn?
7. Identify what help your instructional supervisors can providefor 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 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 work?
_____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
_____ Group Collaboration _______ ICT Integration
Others: ____________________
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
__________ Appropriate teaching strategy
__________ Promoted learners Arrangement
__________ Others
G. What innovations or localized materials did
I used/discover which I wish to share with
other teachers?
_________ Used stimulating IM’s
_________ Video Clips
_________ Quality Outputs produced/made
Others: ___________________________