February 13-20, 2018.docx

Grade 1 to 12 DAILY LESSON LOG

School Butansapa NHS Teacher Josenia P. Constantino Date/Time February 13, 2019 – Wednesday

Grade Level Subject Quarter

7 English 4

I. OBJECTIVES A. Content Standards

B. Performance Standards

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions. The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies

EN7LT-IV-d-2.2.2: Explain the literary devices used

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

Literary Device - Rhyme Literary Selection - To The Man I Married

English for the 21st Century Skills pp. 326-328

Review: How do you make inference? Vocabulary Words: Get the meaning of the following underlines words through context clues taken from the poem that you’ll be reading. 1. She provided the ballasts we needed during stressful life. These helped us to balance to avoid stressful life. 2. We are devouring the world’s resources. All consume greedily for their own benefits. 3. Her love for him was boundless. It has no limit, no boundary. Love in literature has many facets. Anais Nin on love states, “What is love but the acceptance of the other, whatever he is.” Shakespeare in Midsummer Night’s Dream, point out that “Love looks not with the eyes, but with the mind.”

W.H. Auden, in his poem “Canzone” believes that “There must be sorrow if there can be love.” Difficult as it may be to define, it surely is one trait of humanity that persists throughout the ages. In Angela Manalang-Gloria’s “To The Man I Married,” you will see how love endures?

D. Discussion new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills # 2

Background of the Author Angela Manalang Gloria was a part of the first generation of female students at the University of the Philippines. Initially, she enrolled in law but later on transferred to the literature program. She was also the literary editor of The Philippine Collegian. Reading of the poem “To the Man I Married” by Angela ManalangComprehension Questions: 1. Who is the persona in the poem? 2. How would you describe the persona? 3. What are some of the entities that the husband is ascribed to? 4. What are the images that are raised in the poem? 5. Why did the persona limit her love in the fourth stanza? 6. Why did the persona limit her love in the fourth stanza? 7. Describe the persona’s love for the addressee. 8. Who is the source of the persona’s love? 9. If you are to compare love to an object, what would it be and why? 10. How do you think the husband will respond to the persona’s expression of love? What are some words that you use every day that rhyme? Literary Focus: Poetry is a compact form of literature. However, it exhausts language to its fullest extent to deliver a plethora of images, meaning, and it turn, multiple turn, multitudes of interpretations. Rhyme scheme is the poet’s way of arranging lines in a poem to rhyme with other lines or stanza. Achieving rhyme in poetry is not an easy feat: this requires skill and great effort in the poet’s part. To determine the rhyme scheme of a poem, the end word of each line of the poem must be considered. Example:

I think that I shall never see (a) A poem lovely as a tree. (a) A tree whose hungry mouth is pressed (b) Against the earth’s sweet flowing breast; (b)

F. Developing mastery (Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

Practice #2. Go over to the poem, determine the rhyme scheme. Small Group Sharing: 1. Describe the persona’s love for the addressee. 2. Who is the source of the persona’s love? 3. If you are to compare love to an object, what would it be and why? 4. How do you think the husband will respond to the persona’s expression of love? Group Work: Group 1: Give the rhyme scheme of the poem. (See attached poem) Group 2: Compose a 2 stanza and 4 line poem with rhyme on being a student. Group 3: Think of a song that has rhyme. Sing it in the class. Group 4: Compose a 2 line and 6 stanza poem about love with rhyme scheme. I have learned that rhyme scheme is ______________________ ____________________________________________________. Read the poem and indicate the rhyme scheme. Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove: O, no! it is an ever-fixed mark, That looks on tempests and is never shaken; It is the star to every wandering bark, Whose worth’s unknown, although his height be taken. Love ’s not Time’s fool, though rosy lips and cheeks Within his bending sickle’s compass come; Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error, and upon me prov’d, I never writ, nor no man ever lov’d. Write the rhyme scheme ____________________________ Explain its importance in 1 or 2 sentences.

J. Additional activities for application or remediation V. REMARKS

VI. REFLECTIONS A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers? Noted/Observed/Inspected

JELLY L. SORE EPS-English Date_______________

Noted/Observed/Inspected

______________________ Public Schools District Supervisor Date_________________

Noted/Observed/Inspected

ROWENA M. LOTO Principal 1 Date______________

Grade 1 to 12 DAILY LESSON LOG

School Butansapa NHS Teacher Josenia P. Constantino Date/Time February 14, 2019 – Thursday

Grade Level Subject Quarter

7 English 4

I. OBJECTIVES A. Content Standards

B. Performance Standards

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions. The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies

EN7LT-IV-d-2.2.2: Explain the literary devices used

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussion new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills # 2

Literary Device – Rhyme Literary Selection - To The Man I Married

English for the 21st Century Skills pp. 326-328

Reading of the poem

What are some words that you use every day that rhyme? Literary Focus:

Poetry is a compact form of literature. However, it exhausts language to its fullest extent to deliver a plethora of images, meaning, and it turn, multiple turn, multitudes of interpretations. Rhyme scheme is the poet’s way of arranging lines in a poem to rhyme with other lines or stanza. Achieving rhyme in poetry is not an easy feat: this requires skill and great effort in the poet’s part. To determine the rhyme scheme of a poem, the end word of each line of the poem must be considered. Example:

I think that I shall never see (a) A poem lovely as a tree. (a) A tree whose hungry mouth is pressed (b) Against the earth’s sweet flowing breast; (b)

F. Developing mastery (Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

Small Group Sharing: 1. Describe the persona’s love for the addressee. 2. Who is the source of the persona’s love? 3. If you are to compare love to an object, what would it be and why? 4. How do you think the husband will respond to the persona’s expression of love? Group Work: Group 1: Give the rhyme scheme of the poem. (See attached poem) Group 2: Compose a 2 stanza and 4 line poem with rhyme. Decide on the theme of the poem Group 3: Compose and rap, emphasize the rhyme scheme used in the rap. Group 4: Compose a 2 stanza and 4 line poem about love with rhyme scheme. I have learned that rhyme scheme is ______________________ ____________________________________________________. Read the poem and indicate the rhyme scheme. Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove: O, no! it is an ever-fixed mark, That looks on tempests and is never shaken; It is the star to every wandering bark,

Whose worth’s unknown, although his height be taken. Love ’s not Time’s fool, though rosy lips and cheeks Within his bending sickle’s compass come; Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error, and upon me prov’d, I never writ, nor no man ever lov’d. Write the rhyme scheme ____________________________ Explain its importance in 1 or 2 sentences. J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTIONS A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovations or localized materials did I use/discover which I wish to share with other teachers? Noted/Observed/Inspected

JELLY L. SORE EPS-English Date_______________

Noted/Observed/Inspected

______________________ Public Schools District Supervisor Date_________________

Noted/Observed/Inspected

ROWENA M. LOTO Principal 1 Date______________

Grade 1 to 12 DAILY LESSON LOG

School Butansapa NHS Teacher Josenia P. Constantino Date/Time February 18, 2018 – Monday

Grade Level Subject Quarter

7 English 4

I. OBJECTIVES A. Content Standards

B. Performance Standards

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions. The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies

EN7LT-IV-d-2.2.2: Explain the literary devices used

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussion new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills # 2

Literary Device - Rhyme Literary Selection - To The Man I Married

English for the 21st Century Skills pp. 326-328

F. Developing mastery (Leads to Formative Assessment 3) G. Finding practical applications of concepts and skills in daily living

Group Work:

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

I have learned that rhyme scheme is ______________________ ____________________________________________________.

Group 1: Give the rhyme scheme of the poem. (See attached poem) Group 2: Compose a 2 stanza and 4 line poem with rhyme. Decide on the theme of the poem Group 3: Compose and rap, emphasize the rhyme scheme used in the rap. Group 4: Compose a 2 stanza and 4 line poem about love with rhyme scheme.

Read the poem and indicate the rhyme scheme. Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove: O, no! it is an ever-fixed mark, That looks on tempests and is never shaken; It is the star to every wandering bark, Whose worth’s unknown, although his height be taken. Love ’s not Time’s fool, though rosy lips and cheeks Within his bending sickle’s compass come; Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error, and upon me prov’d, I never writ, nor no man ever lov’d. Write the rhyme scheme ____________________________ Explain its importance in 1 or 2 sentences.

J. Additional activities for application or remediation V. REMARKS

VI. REFLECTIONS A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers? Noted/Observed/Inspected

JELLY L. SORE EPS-English Date_______________

Noted/Observed/Inspected

______________________ Public Schools District Supervisor Date_________________

Noted/Observed/Inspected

ROWENA M. LOTO Head Teacher III Date______________

Grade 1 to 12 DAILY LESSON LOG

School Butansapa NHS Teacher Josenia P. Constantino Date/Time February 19, 2019 – Tuesday

Grade Level Subject Quarter

7 English 4

I. OBJECTIVES A. Content Standards

B. Performance Standards

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions. The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies

EN7RC-IV-e-2.10: Sequence/reorganize ideas or information

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussion new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (Leads to Formative Assessment 3)

Reading Selection: The Love Story of Edric and Joy Mendoza

English for the 21st Century Skills pp. 326-328

Recall the different text type. Tell the students that they will be reading a recount text type. What graphic organizers do you when organizing information or ideas? Graphic organizer is a visual display that shows the relationship between and among facts, ideas, and terms. It shows the structure of ideas and concept. In reading, graphic organizers can be used to organize information to better understand a text. There are different types of graphic organizers. (See attachment) Read the selection then organize the information using the graphic organizer. (See attachment) Read the second part of the story of Edric and Joy Use appropriate graphic organizer to organize information.

G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating Learning

Go over to the love story of Edric and Joy. Use different graphic organizer to sequence and organize important ideas and information. What is the importance of using graphic organizer?

J. Additional activities for application or remediation V. REMARKS

VI. REFLECTIONS A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers? Noted/Observed/Inspected JELLY L. SORE EPS-English Date_______________

Noted/Observed/Inspected ______________________ Public Schools District Supervisor Date_________________

Noted/Observed/Inspected ROWENA M. LOTO Head Teacher III Date______________

Grade 1 to 12 DAILY LESSON LOG

School Butansapa NHS Teacher Josenia P. Constantino Date/Time February 21, 2019 –Thursday

Grade Level Subject Quarter

7 English 4

I. OBJECTIVES A. Content Standards

B. Performance Standards

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions. The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning Competencies

EN7RC-IV-e-2.10: Sequence/reorganize ideas or information

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussion new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (Leads to Formative Assessment 3)

Reading Selection: The Love Story of Edric and Joy Mendoza

English for the 21st Century Skills pp. 326-328

Read the second part of the story of Edric and Joy Use appropriate graphic organizer to organize information.

G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating Learning J. Additional activities for application or remediation V. REMARKS

Go over to the love story of Edric and Joy. Use different graphic organizer to sequence and organize important ideas and information. What is the importance of using graphic organizer? Activity served as the evaluation for the day.

VI. REFLECTIONS A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% 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 worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers? Noted/Observed/Inspected

JELLY L. SORE EPS-English Date_______________

Noted/Observed/Inspected

______________________ Public Schools District Supervisor Date_________________

Noted/Observed/Inspected

ROWENA M. LOTO Principal 1 Date______________