DLP7 Phil-Lit

DAILY LESSON PLAN
Learning
Grade Level GRADE 7 Area ENGLISH
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: pre-colonial Philippine
A. Content Standard literature as a means of connecting to the past; various reading styles;
ways of determining word meaning; the sounds of English and the
prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature
B. Performance Standard of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent
expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct
subject-verb agreement.
C. Learning Competency
EN7F-I-a-3.11.1: Read words phrases, clauses, sentences and
paragraphs using the correct production of vowel and consonant
sounds, diphthongs, blends and glide
Objectives:
1. Practice pronouncing problematic sounds
in English (/p/ and /f/, /b/ and /v/, /t/ and
/th/).
2. Understand the importance of voice
projection in different communication
contexts.
3. Recognize the impact of tone on conveying meaning
in oral communication.
ORAL COMMUNICATION
II. CONTENT
SPEAKING GOOD ENGLISH
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Philippine Literature
B. Materials Printed hand-outs, modules, and worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
A. ACTIVITY Anticipatory Set (10 minutes):
Begin the lesson by asking students to reflect on

the importance of clear and effective oral
communication. You can start with a discussion
prompt like, "Why do you think it's important to
speak clearly and pronounce words correctly
when communicating with others?"
Pronunciation Practice:
B. ANALYSIS
Macalpi-ay National High School Bilingual Reading towards
1. Divide the class into small groups.
Empowerment, Advancement,
Brgy. Macalpi-ay,
Pastrana, Leyte and Development
2. Provide each group with a printed handout containing
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Brgy. Macalpi-ay, Empowerment, Advancement,
DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
EN7V-I-a-22: Distinguish between slang and colloquial
expressions in conversations
Objectives:
1. Students will define colloquial expressions
and understand their role in
communication.
2. Students will identify common colloquial
expressions used in informal
conversations.
3. Students will practice using colloquial expressions in
context.
ORAL COMMUNICATION
II. CONTENT
Colloquial Expressions in Casual and
Informal Conversations
IV. PROCEDURES
Preliminary Activity (10 minutes):
A. ACTIVITY
Begin the lesson by asking students if they've ever
heard or used phrases like "chillin'," "hangin' out,"
or "What's up?" in their conversations.
Discuss their experiences and examples of casual

and informal language they've encountered.
Introduce the topic by explaining that today's

lesson is about colloquial expressions in casual
and informal conversations.
(Short Activity - 10 minutes):

B. ANALYSIS Bilingual Reading towards
Macalpi-ay National High School
Brgy. Macalpi-ay, Provide a list of colloquial expressions on the boardAdvancement,
Empowerment, or in a
handout.

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency EN7RC-I-a-7: Use the appropriate reading style (scanning,

skimming, speed reading, intensive reading etc.) for one’s
purpose
Objectives:
1. Students will understand the concept of scanning as a
reading technique.
2. Students will learn how to identify key words and phrases
while scanning.
3. Students will practice scanning to find information in a text.
II. CONTENT Reading Techniques:

Scanning
IV. PROCEDURES
(Preliminary Preparatory Activity - 10 minutes):
A. ACTIVITY Begin by asking students if they have ever had to
find specific information quickly in a book,
magazine, or on a webpage.
Share a brief scenario where scanning was useful,

such as looking up a word in a dictionary or
finding a recipe in a cookbook.
Engage students in a discussion about why
scanning is a valuable reading skill.

B. ANALYSIS
Show students a short passage or article (e.g., a paragraph
from a news article) that contains boldfaced, italicized, or
underlined words.
Macalpi-ay National High SchoolAsk students to work individually Bilingual Reading towards
or in pairs to identify
Empowerment, and
Advancement,
Brgy. Macalpi-ay,
Pastrana, Leyte highlight these words. and Development

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
EN7RC-I-a-7: Use the appropriate reading style (scanning,
purpose
Objectives:
1. Grasp the concept of skimming as a
reading technique.
2. Identify major ideas and key elements
while skimming.
3. Practice skimming to gain a quick
overview of a text.
II. CONTENT Reading Techniques:

Skimming
B. Materials Printed hand-outs, modules, and worksheets, Visual Aid
IV. PROCEDURES
A. ACTIVITY (Preliminary Preparatory Activity - 10 minutes):
Begin by asking students if they've ever needed to

quickly understand the main idea of a book,
article, or webpage without reading it word for
word.
Share a brief scenario where skimming was

helpful, such as deciding whether an article is
relevant for research.
Engage students in a discussion about why

skimming is a valuable reading skill.
B.Macalpi-ay
ANALYSIS National High School Bilingual Reading towards
Brgy. Macalpi-ay, (Short Activity - 10 minutes):
Show students a short passage or article with headings,


DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
EN7RC-I-a-7: Use the appropriate reading style (scanning,
purpose
Objectives:
1. Understand the concept of close reading and its

importance.
2. Learn how to analyze a text in detail to answer specific

questions.
3. Practice close reading to extract relevant information
and formulate conclusions based on textual evidence.
II. CONTENT Reading Techniques: Close

Reading
IV. PROCEDURES
A. ACTIVITY
Begin by asking students if they've ever had to
read something carefully to answer specific
questions or solve a problem.
Share a brief scenario where close reading was

useful, such as reading a passage to answer
comprehension questions or analyzing a historical
document.
B. ANALYSIS
Provide a short passage or text with specific questions
related to its content. Bilingual Reading towards
Pastrana, Leyte Ask
students to work individually or in pairs to answer the
and Development
questions based on their initial reading.

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency EN7VC-I-e-6: Identify the genre of a material viewed.

Objectives:
1. Understand the concept of media genres and their
characteristics.
2. Categorizing media genres effectively.
II. CONTENT Genres of Viewing

Communication Skills Through Philippine Literature (pp. 26-27)
IV. PROCEDURES
A. ACTIVITY (Preliminary Preparatory Activity - 7 minutes)
 Begin by asking students about their

favorite movies, TV shows, or online
programs.
 Encourage them to share the genres of
these media content and explain why they
enjoy them.
 Use their responses to initiate a discussion
about the diversity of genres in media.
(Pair-Work)
B. ANALYSIS
Present a list of popular movies, TV shows, or online
programs to the class.
Instruct students to work individually or in pairs to try to

categorize each item into different genres.
C.Macalpi-ay
ABSTRACTION Bilingual Reading towards
National High SchoolLesson Proper: Identifying Media Genres
 Explain the concept of media genres, which categorize

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
EN7LT-I-a-2: Describe the different literary genres during the
pre-colonial period;
EN7LT-I-a-2.1: Identify the distinguishing features of proverbs,

myths, and legends
Objectives:
1. Students will understand the cultural significance of

riddles and proverbs in the Philippines.
2. Students will learn how to analyze and appreciate

riddles and proverbs.
3. Students will practice creating their own riddles and
proverbs.
II. CONTENT Riddles and Proverbs

IV. PROCEDURES
A. ACTIVITY Preliminary Preparatory Activity - 10 minutes):
Start by discussing the importance of oral

literature and traditional sayings in Filipino culture.
Ask students if they are familiar with any Filipino
riddles or proverbs. Encourage them to share
examples if they know any.
Short Activity - 10 minutes):
B. ANALYSIS
Present a few riddles and proverbs to the class, both in
Filipino and English.
Bilingual Reading towards
Macalpi-ay National High SchoolInstruct students to work in pairs or individually to analyze the
Brgy. Macalpi-ay,
Pastrana, Leyte
characteristics of these riddles and proverbs (e.g.,
and Developmentindirect
presentation in riddles, advice in proverbs).

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency EN7LT-I-a-2: Describe the different literary genres during the
pre-colonial period;
EN7LT-I-a-2.1: Identify the distinguishing features of proverbs,
myths, and legends
Objectives:
By the end of this lesson, students should be able to identify and

differentiate between the characteristics of myths, legends, and fables in
folk narratives.
II. CONTENT Noting The Characteristics of

Folk Narratives
IV. PROCEDURES
A. ACTIVITY (Preliminary Preparatory Activity - 10 minutes):
Begin by asking students if they have heard any

folk stories, myths, legends, or fables from their
families or communities.
Encourage them to share brief summaries or

examples of these stories.
Use their responses to initiate a discussion about
the importance of folklore in preserving cultural
narratives
B. ANALYSIS
Present a selection of folk narratives, including myths,

Macalpi-ay National High Schoollegends, and fables, to the class. Bilingual Reading towards
Instruct students to work individually or in pairs to read the
narratives and identify their characteristics.

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
EN7LT-I-a-2: Describe the different literary genres during
the pre-colonial period.
Objective:
By the end of this lesson, students should be able to
identify and differentiate between common figures of
speech, including simile, metaphor, personification, and
hyperbole.
II. CONTENT Understanding Figures of Speech

Communication Skills Through Afro-Asian Literature
IV. PROCEDURES
Begin by asking students if they have heard or

used any expressions that compare two things or
A. ACTIVITY
exaggerate for effect in their daily conversations
or reading. Encourage them to share examples of
such expressions.

B. ANALYSIS
Present a list of sentences or phrases that contain figures of
speech, including simile, metaphor, personification, and
hyperbole.
Macalpi-ay National High SchoolInstruct students to work individually or in pairsReading

Bilingual to identify and
towards
Brgy. Macalpi-ay, label the type of figure of speech used in each example.
Discuss their findings as a class, emphasizing the


DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency EN7G-II-a-1 Identify the basic sentence pattern.
II. CONTENT 5 Basic Sentence Patterns (4

Days)
IV. PROCEDURES
Arrange me!
A. ACTIVITY The teacher presents and distributes strips of colored paper with
words or phrases written on them. The students have to arrange it
to form a sentence.
The leader presents their answer in the class.
B. ANALYSIS Ask: (5 minutes)

How did you come up with your answers?
What will happen if the words are arranged in a different pattern?
Do you think following a definite structure is important? Why?
C. ABSTRACTION English sentences may present themselves in varying patterns.

These patterns refer to the arrangements of the elements of a
sentence. It starts from the most basic to the most complex. There
are five basic se sentence patterns in English. Among them are:
(Day 1)
1. Subject + Intransitive Verb ( S – IV )
2. Subject + Linking Verb + Complement (S – LV – C)
(Day 2)
3. Subject + Transitive Verb + Direct Object ( S – TV – DO )
4. Subject + Transitive Verb + Indirect Object + Direct Object
( S – TV – IO – DO )
(Day 3)
5. Subject + Transitive Verb + Direct Object + Object Complement
(S – TV – DO – OC)
Guided Practice:
D.Macalpi-ay
APPLICATION
National High SchoolHave each learner write their own sample sentence of each pattern
on a ¼ sheet of paper. Have them write at least five (5) sample
and Development
Pastrana, Leyte
sentences. Then, have some volunteers write their sentences on
the board so that the class can examine each parts of the pattern.

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter FIRST
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
 Recognize positive and negative messages conveyed in a text
C. Learning Competency  Compare and contrast own opinions with those presented in
familiar texts
 Determine various social, moral and economic issues discussed
in the text listened to.
 (EN8LCIIIh-7.4.)
II. CONTENT Reading the Text – Narratives

Juan Gathers Guavas
IV. PROCEDURES
Short review (Time: 7 minutes)
A. ACTIVITY  Teacher shows PowerPoint Presentation.
 Teacher: Last year we talked about Narratives. What is a
Narrative? Give some examples. This book contains short
narratives.
Questions
1. Write down one thing you are expecting to see in this lesson.
2. With a partner, discuss your answer and together write down 3
things you expect to see in a narrative.
3. There are many different categories of narratives – one of
them is folk tales or legends, as in this book. Can you think of 3
more?
Suggested Answers:
Q1.Stories from the past; magic; supernatural beings; animals that
can talk; lessons to be passed on to children...
Q2.Expect a variety of answers such as:
 They are entertaining. Bilingual Reading towards
Brgy. Macalpi-ay,  They are fiction – they did not really happen.
Pastrana, Leyte  They may be set in the past, present or the future.
and Development
 They have characters who may be people but are

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Most Essential Learning  Use appropriate reading strategies to meet one’s purpose (e.g.,
Competency Scanning, skimming, close reading, etc.) (EN7RC-IV-b-10)
 Determine the worth of ideas mentioned in the text listened to
(EN7LC-IV-g-8.2)
 Cite evidence to support a general statement (EN7RC-IV-g-10.4)
 React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)
Reading the Text – Narratives

II. CONTENT
The Hare and the Tortoise
IV. PROCEDURES
Short Review Time: 7 minutes
A. ACTIVITY  Teacher talk: Over the past days we talked about narratives.
 Teacher displays PowerPoint Presentation. Teacher asks,
What type of text is this book? And elicits answer orally.
Answer: Narrative
Questions:
1. One type of text is called a Narrative or a story. Write down
one thing you know about narratives on your Worksheet.
2. With a partner, discuss your answer and together write down 3
things you know about narratives on your Worksheet.
3. There are many different categories of narratives – one of
them is fantasy. Can you think of 3 more?
Suggested Answers:
Q1 and Q2.
 They are entertaining.
 They are fiction – they did not really happen.
 They may be set in the past, present or the future.
 They have characters who may be people but are
sometimes animals who have humanBilingual Reading towards
Brgy. Macalpi-ay, abilities – e.g., they talk and think. Empowerment, Advancement,
Pastrana, Leyte  They tell what happens to the characters.and Development
 They have a moral or a message or themes.


DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
 Use appropriate reading strategies to meet one’s purpose
C. Learning Competency (e.g., scanning, skimming, close reading, etc.) EN7RC-IV-b-10
 Discover literature as a tool to assert one’s unique identity and
to better understand other people (EN7LT-III-b-5)
Locating Information in Narratives

II. CONTENT
The Striped Blanket
IV. PROCEDURES
Short Review (Time: 7 minutes)
Teacher asks students questions to activate prior knowledge.
Teacher elicits answers from students orally before giving class 3
minutes to write their answers on the worksheet. Suggested
answers are provided below.
In our last lesson we read a story about a hare and a tortoise. It

A. ACTIVITY was a kind of story called a fable.
1. Q1.What is the purpose of a fable?
2. Q2.What kind of text type is a fable?
3. Q3.How do narratives usually start?
4. Q4.What happens in the middle part of the narrative?
5. Q5.How do narratives usually end?
 Students record their answers and match the narrative stages

with their functions on the Student Worksheet.
 Teacher checks the answers by involving the students.
Suggested answers:
1. A fable is a short story intended to teach a lesson.
2. A fable is a type of narrative.
3. At the start of a narrative, the characters are introduced,
and the setting tells us where and when
Macalpi-ay National High School the story takes place.
Pastrana, Leyte
4. In the middle part of the narrative, aand
sequence of events
Development
leads to a problem or crisis.

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
 Use appropriate reading strategies to meet one’s purpose
C. Learning Competency (EN7RC-IV-b-10)
 Cite evidence to support a general statement (EN7RC-IV-g-
10.4)
 React to what is asserted or expressed in a text (EN7RC-IIIe-
2.1.7)
Comparing Narratives
II. CONTENT
The Carabao and the Shell
IV. PROCEDURES
Short review (Time: 7 minutes)

A. ACTIVITY  Teacher: In our last 2 lessons we read folk tales and fables
which fit under the type of text known as narrative. The Hare and
the Tortoise is a famous fable written in Ancient Greece by Aesop.
The text we do today, The Carabao and the Shell, is very similar to
The Hare and the Tortoise but was included in a book of Folk Tales
from the Philippines.
 Teacher displays and reads questions. Teacher elicits answers

from students orally to Question 1 before giving class 3 minutes to
write their answers to Questions 2 and 3 on the worksheet.
Questions:
1. How can you tell from the title that The Carabao and the
Shell is fictional rather than factual?
2. Knowing that The Carabao and the Shell is a folk tale like
The Hare and the Tortoise, what do you
3. expect it to be about?
Macalpi-ay National High School Knowing that The Carabao and the Shell is aReading
Bilingual Philippines
towards
version of The Hare and the Tortoise, what do you expect
to be different about it?

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
 Use appropriate reading strategies to meet one’s purpose (e.g.,
C. Learning Competency Scanning, skimming, close reading, etc.) (EN7RC-IV-b-10)
 Cite evidence to support a general statement (EN7RC-IV-g-
10.4)
 React to what is asserted or expressed in a text (EN7RC-IIIe-
2.1.7)
Reading Recounts
II. CONTENT
A Day Visit to Yogyakarta
IV. PROCEDURES
A. ACTIVITY Short review (Time: 7 minutes)

Teacher: In our last 3 lessons we read folk tales which fit under
the type of text known as narrative. In this lesson, we are going to
look at another type of text that involves a sequence of events,
except this time it’s not a fictional, imagined text but a non-fiction,
factual text. It’s called a Recount. We are going to read one called
A Day Visit to Yogyakarta.
Teacher displays and reads questions. Teacher elicits answers

from students orally to Question 1 before giving class 3 minutes to
write their answers to Questions 2 and 3 on the worksheet.
Questions:
1. Q1.How can you tell from the title that A Day Visit to
Yogyakarta is more likely to be a factual rather than a
fictional text?
2. Q2.Knowing that A Day Visit to Yogyakarta is a recount,
what are you expecting to see in it?
Macalpi-ay National High School 3. Q3.In what ways is a factual text different
Bilingualto a fictional
Reading towards
Brgy. Macalpi-ay, text?
Suggested Answers:

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency  Note details in the dialogue read.

 Demonstrate fluency in reading and extended text.
Reading Fluently and Recognizing Sentences
II. CONTENT
IV. PROCEDURES
Big Question: How can we be happy with the people, places
and things around us?
A. ACTIVITY
Elicit answers from the learners.
Have the learners read the dialogue “At the Quezon

B. ANALYSIS Memorial Circle”.
Process Questions:
1. Who met at the Quezon Circle?
2. Who as Loraine’s companion?
3. How did the speakers describe the park?
Read the following group of words:

C. ABSTRACTION 1. Loraine and Vicky met at the Quezon Memorial Circle.
2. Who were with Loraine?
3. Let’s go for a walk.
4. How nice to see you!
Rewrite the Sentences Below. Use a capital letter to begin
D. APPLICATION each sentence.
1. the girls met at a big park.
2. what makes the park cool?
3. Let’s watch the stage play.
Directions: Circle the letter of the sentence in each pair.
V. ASSESSMENT Put a period at the end of a sentence. (See attachment)
VI. AGREEMENT
VII. CPL/REMARKS
DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency  Discriminate between the sounds [p and [f].

 Make inferences on a conversation listened to.
Listening to Words with the Sounds [p] and [f]

II. CONTENT Spelling Words that begin with the Letters [p] and [f]
D. References K to 12 Curriculum Guide (May, 2016) p. 175;
E. Materials Printed hand-outs, modules, and worksheets
F. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
Flash words staring with [p] ad [f].
A. ACTIVITY Demonstrate how to pronounce those words.
Have the learners read the words.
1. What is the beginning sound of each word?
B. ANALYSIS 2. How are the words different from each other?
Listening to a Conversation
C. ABSTRACTION Have the watch and listen to a short conversation.
Questions:
1. Who are talking with each other?
2. What are they talking about?
3. What details can you recall from the conversation?
Have the learners pronounce correctly some words with [p]
D. APPLICATION and [f].
Short quiz.
V. ASSESSMENT
VI. AGREEMENT
VII. CPL/REMARKS

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
C. Learning Competency  Show fluency in reading and extended text.

 Relate previous observations and experiences to a reading
text.
II. CONTENT Green and Growing

A. REFERENCES K to 12 Curriculum Guide (May, 2016) p. 175;
B. MATERIALS Printed hand-outs, modules, and worksheets
C. STRATEGIES Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
Have the students read a short conversation titled “ A Visit to a
Greenhouse”
A. ACTIVITY
Questions:
B. ANALYSIS 1. Who came to visit Gina?
2. Where did she come from?
3. Why are the plants grow in a greenhouse?
4. Do you agree that plants talk to each other? Why?
B. ABSTRACTION
C. APPLICATION
V. ASSESSMENT
VI. AGREEMENT
VII. CPL/REMARKS

DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
II. CONTENT
G. References K to 12 Curriculum Guide (May, 2016) p. 175;
H. Materials Printed hand-outs, modules, and worksheets
I. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
D. ACTIVITY
E. ANALYSIS
F. ABSTRACTION

G. APPLICATION
DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
II. CONTENT
J. References K to 12 Curriculum Guide (May, 2016) p. 175;
K. Materials Printed hand-outs, modules, and worksheets
L. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
H. ACTIVITY
I. ANALYSIS
J. ABSTRACTION

K. APPLICATION
DAILY LESSON PLAN
Learning
Teaching
Date and RAFFLESIA
Quarter
1:00-2:00 PM
Time
CAMIA 3:00-4:00 PM
I. OBJECTIVES
II. CONTENT
M. References K to 12 Curriculum Guide (May, 2016) p. 175;
N. Materials Printed hand-outs, modules, and worksheets
O. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
L. ACTIVITY
M. ANALYSIS
N. ABSTRACTION

O. APPLICATION

DLP7 Phil-Lit

Uploaded by

Copyright:

Available Formats

DLP7 Phil-Lit

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLP7 Phil-Lit

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN

A. ACTIVITY Anticipatory Set (10 minutes):

Begin the lesson by asking students to reflect on

Macalpi-ay National High School Bilingual Reading towards

Discuss their experiences and examples of casual

Introduce the topic by explaining that today's

(Short Activity - 10 minutes):

Macalpi-ay National High School Bilingual Reading towards

C. Learning Competency EN7RC-I-a-7: Use the appropriate reading style (scanning,

II. CONTENT Reading Techniques:

Share a brief scenario where scanning was useful,

(Short Activity - 10 minutes):

Macalpi-ay National High School Bilingual Reading towards

II. CONTENT Reading Techniques:

A. ACTIVITY (Preliminary Preparatory Activity - 10 minutes):

Begin by asking students if they've ever needed to

Share a brief scenario where skimming was

Engage students in a discussion about why

Show students a short passage or article with headings,

Macalpi-ay National High School Bilingual Reading towards

1. Understand the concept of close reading and its

2. Learn how to analyze a text in detail to answer specific

II. CONTENT Reading Techniques: Close

Share a brief scenario where close reading was

Macalpi-ay National High School Bilingual Reading towards

C. Learning Competency EN7VC-I-e-6: Identify the genre of a material viewed.

II. CONTENT Genres of Viewing

A. ACTIVITY (Preliminary Preparatory Activity - 7 minutes)

 Begin by asking students about their

Instruct students to work individually or in pairs to try to

Macalpi-ay National High School Bilingual Reading towards

EN7LT-I-a-2.1: Identify the distinguishing features of proverbs,

1. Students will understand the cultural significance of

2. Students will learn how to analyze and appreciate

II. CONTENT Riddles and Proverbs

A. ACTIVITY Preliminary Preparatory Activity - 10 minutes):

Start by discussing the importance of oral

Macalpi-ay National High School Bilingual Reading towards

By the end of this lesson, students should be able to identify and

II. CONTENT Noting The Characteristics of

A. ACTIVITY (Preliminary Preparatory Activity - 10 minutes):

Begin by asking students if they have heard any

Encourage them to share brief summaries or

Present a selection of folk narratives, including myths,

Macalpi-ay National High School Bilingual Reading towards

II. CONTENT Understanding Figures of Speech

(Preliminary Preparatory Activity - 10 minutes):

Begin by asking students if they have heard or

(Short Activity - 10 minutes):

Macalpi-ay National High SchoolInstruct students to work individually or in pairsReading

Discuss their findings as a class, emphasizing the

Macalpi-ay National High School Bilingual Reading towards

C. Learning Competency EN7G-II-a-1 Identify the basic sentence pattern.

II. CONTENT 5 Basic Sentence Patterns (4

B. ANALYSIS Ask: (5 minutes)

C. ABSTRACTION English sentences may present themselves in varying patterns.

Macalpi-ay National High School Bilingual Reading towards

II. CONTENT Reading the Text – Narratives