GRADES 7 – 10 School Fullbright College Grade Level Grade 8

DAILY LESSON Teacher John Ken Harold P. Ramos Learning English

LOG Area Literature
Teaching Dates and November 20, 2024 Quarter 2nd
Time

I. OBJECTIVES Objectives must be met over the week and considered to the curriculum standards.
To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and
enable to find significance and joy in learning. Weekly objectives and be derived
from the curriculum guides
.
A. Content Standards The learner demonstrates understanding of Literature as a means of enhancing how
to differentiate; various reading styles; ways of determining word meaning; able to
create well-structured short story the sounds of English and the prosodic features of
speech; able to read poem correctly; correct use of each types of figure of speech in
literature.
B. Performance The learner is able to show appreciation for literature; comprehending texts using
Standards appropriate reading styles; participating in conversations using appropriate context –
depending expressions; creating a well-produced poem; producing English sounds
correctly and using prosodic figure of speech effectively in various situations; and
observing English sounds correctly and using prosodic features of speech effectively
in various situations; and observing correct- agreement.

C. Learning 1. Identify the distinguishing features of literature during the period of

Competencies/ apprenticeship. ( EN7)
Objectives (Write the 2. Discover the various elements of poetry. (EN7)
LC code) 3. Abe to use each types of figure of speech in literature (EN7)
4. Use appropriate word when creating a poem. (EN7)
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
.
LITERATURE IN ENGLISH LANGUAGE – POETRY, POEM, SHORT
STROTY, AND FIGURE OF SPEECH

List the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands –on
learning promotes concept development
.
A. References
1. Teacher’s Guide 162- 182
pages
2. Learner’s Materials 155 - 179
pages
3. Textbook pages 155 - 179
4.Additional Materials Learning Materials;
from Learning Picture
Resource(LR) portal Powerpoint presentation. , Visual aid.
B. Other Learning Internet, web, youtube
Resources
IV. PROCEDURES 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 process and draw conclusions
about what they learned in relation to their life experience and previous knowledge.
Indicate the time allotment for each step
..
A. Reviewing previous
lesson  What is a literature?
 or presenting the new  Examples of literature?
lesson
B. Establishing a  Group learners and facilitate the task. Mill around and monitor if they are
purpose for following instruction.
the Lesson  Process the activity with the following questions.
1. What other example of literature can you provide?
2. How do we know what type of poem a poem is?
3. What are the different types of figure of speech?
 Orienting learners on the background of the said literature.
 Lead the oral reading f the text THE SOUND OF SILENCE by Paul Simon,
while your learners follow by reading silently.
C. Presenting  Facilitate and unlocking difficulties through a vocabulary building activity
examples/ by letting volunteer learners match words with their corresponding meaning.
Instances of the new  Distribute colored strips where in the said words are written.
lesson  Prepare also a big drawing of centipede for the student to paste on the strips.
( Refer to LM Task 5 Page 166)
D. Discussing new Written recitation
concepts  Tell members of these groups to answer questions A to C on page 160
and practising new through a simple conversation or dialogue. Emphasize the type of literature
skill # 1 use in creating the task during the presentation.( Refer to LM Task 8 Page
164.)

E. Discussing new Scenario Interpretation

concepts  Refer to guide questions from D to F. Answer these through a short
and practising new interview and observe the use of verbal and non- verbal cues or
skill #2 communication. Your members can portray the interviewer and the
interviewee, for instance, Eddie and his father. (Refer to LM Task 8 Page
165)
F. Developing mastery
 Instruct the learners to work in groups and look for examples of stories and
identify what the phrases indicating what type of figure of speech is it.
 Remind them to talk to each other to recall what is the correct answer.
 Tell to prepare a short conversations, dialogues and short interviews using
the verbal and non-verbal communication.
G. Finding practical
application of concepts  Have you ever read, create a poem?
and skills in daily living  How can you make one?
H. Making
generalizations and  The teacher explains what is a poem and how to create one.
abstractions about the
lesson
I. Evaluating learning
 Write a 2 to 5 stanza of your poem based on your high school
experience.,Atleast 5 lines each stanza.

J. Additional activities
for application or  Ask the students to explain the quotation.
remediation  PEOPLE TALKING WITHOUT SPEAKING, PEOPLE HEARING
WITHOUT LISTENING.
 If more time is needed assign a student to finish it at home
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructions supervisors can provide for you
so when you meet them, you ask them relevant questions
.
A. No. Of learners who
earned 80% on the
formative assessment
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
worked well? Why did
these work?
F. What difficulties did
I encounter
which my principal
or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

PREPARED BY; CHECKED BY;

Ramos, John Ken Harold P.

Annex 2B .4 to DepEd Order No. 42, s. 2016

GRADES 1 TO 12 School Potungan National High School Grade Level Grade 7

DAILY LESSON Teacher Honeylene C. Martinez Learning English
LOG Area
Teaching Dates August 13, 2019 Quarter 2nd
and Time

I. OBJECTIVES Objectives must be met over the week and considered to the curriculum standards.
To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and
enable to find significance and joy in learning. Weekly objectives and be derived
from the curriculum guides
.
A. Content Standards The learner demonstrates understanding of pre- colonial Philippines 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.
B. Performance The learner is able to show appreciation for the literature of the past; comprehending
Standards texts using appropriate reading styles; participating in conversations using
appropriate context – depending expressions; producing English sounds correctly
and using prosodic features of speech effectively in various situations; and
 observing English sounds correctly and using prosodic features of speech effectively
in various situations; and observing correct- agreement.

C. Learning 1. Discriminate between literal and figurative language. (EN7B- II-A-10.1)

Competencies/ 2. Classify sample text or figurative. (EN7BC-II-A-1)
Objectives (Write the
LC code)
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
.
LITERAL AND FIGURATIVE LANGUAGE

List the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands –on
learning promotes concept development
.
A. References
1. Teacher’s Guide 146- 161
pages
2. Learner’s Materials 155 - 179
pages
3. Textbook pages 155 - 179
4.Additional Materials Learning Materials
from Learning
Resource(LR) portal
B. Other Learning Internet
Resources
IV. PROCEDURES 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 process and draw conclusions
about what they learned in relation to their life experience and previous knowledge.
Indicate the time allotment for each step
..
A. Reviewing previous  What is conflict ?
lesson  How do you resolve conflict in non violent ways?
or presenting the new  What is verbal and non-verbal communication?
lesson
B. Establishing a  Are you familiar with figurative language ?
purpose for  What does it mean?
the Lesson
C. Presenting  Introduce to the class the background information of literal and figurative
examples/ language? Add more examples for classifications. (Refer to LM Task 11
Instances of the new Page 166)
lesson  The learners will read again the story entitled “ THE CENTIPEDE”
D. Discussing new  Locate information in the selection to complete the table below.
concepts HOW EDDIE HOW EDDIE HOW EDDIE’S HOW EDDIE’S
and practising new VIEWED HIS VIEWED SISTER VIEWED SISTER VIEWED
skill # 1 SISTER HIMSELF HIM HERSELF

E. Discussing new
concepts  Form triads and facilitate a general information game. Distribute mini
and practising new boards, pieces of chalk and eraser to the members.
skill #2  Instruct the representatives to each group to write LIT or FIG depending on
the sentences. Assign a monitor or scorer and the triad with the most
members of points win. ( Refer to LM Task 11 page 167

F. Developing mastery
 Let the learners identify by putting a check mark , if the statement is under
literal or figurative language. ( Refer LM Task 12 page 168 )
G. Finding practical
application of concepts  Use figurative language in describing a relationship with each other among
and skills in daily living your family members or your home.
H. Making
generalizations and  Guides the learners in arriving at the meaning of the figurative language
abstractions about the used in describing Eddie and his sister towards in each other.
lesson
I. Evaluating learning
 Determine whether each statement is literal or figurative. Write L for
literal.. Write F if the statement is figurative.
1. To Delia, Eddie is an alive centipede.
2. Eddie and Biryuk became friends.
3. Berto was tasked by Delia to kill Eddies’ adopted dog.
4. Eddie offered his bloody palm for the dog to link.
5. Centipedes often scare people because of how they look.


J. Additional activities
for application or  Reinforcing the lesson.
remediation 1. Do you think Eddie’s actions at the end of the story were justified?
2. Why the story is entitled “The Centipede “? What is the title’s
significance of the developments of the story?
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructions supervisors can provide for you
so when you meet them, you ask them relevant questions
.
A. No. Of learners who
earned 80% on the
formative assessment
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
worked well? Why did
these work?
F. What difficulties did
I encounter
which my principal
or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Annex 2B .4 to DepEd Order No. 42, s. 2016

GRADES 1 TO 12 School Potungan National High School Grade Level Grade 7

DAILY LESSON Teacher Honeylene C. Martinez Learning English
LOG Area
Teaching Dates and August 14, 2019 Quarter 2nd
Time

Objectives must be met over the week and considered to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in
learning. Weekly objectives and be derived from the curriculum guides .
A. Content Standards The learner demonstrates understanding of pre- colonial Philippines 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.
B. Performance The learner is able to show appreciation for the literature of the past;
Standards
comprehending texts using appropriate reading styles; participating in
conversations using appropriate context – depending expressions; producing
English sounds correctly and using prosodic features of speech effectively in
various situations; and observing English sounds correctly and using prosodic
features of speech effectively in various situations; and observing correct-
agreement.

C. Learning Competencies/ 1. Use phrases, clauses, and sentences appropriately and meaningfully. ( EN7G-II-a-
Objectives (Write the LC
code) 1)
2. Extract information from a text using summary, précis and paraphrase. ( EN7WC-
II-a-5 )
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
II. CONTENT two .

PHRASES

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands –on learning promotes
concept development .
A. References
1. Teacher’s Guide pages 146- 161
2. Learner’s Materials pages 155 - 179
3. Textbook pages 155 - 179
4.Additional Materials from Learning Materials
Learning Resource(LR)
portal
B. Other Learning Internet
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES 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 process and draw conclusions about what they learned in relation to their life
experience and previous knowledge. Indicate the time allotment for each step
..
A. Reviewing previous  What is literal language? Figurative language?
lesson
or presenting the new  How would you differentiate literal language from figurative language?
lesson
B. Establishing a purpose  What have you remembered about phrases?
for
the Lesson  Can you give some examples?
C. Presenting examples/  The teacher instructs the learners to read the text lifted from the story “ The
Instances of the new
lesson Centipede “ , then let them identify the phrases.
D. Discussing new concepts  Differentiate a noun phrase from a verb phrase . Underline the hrases in the
and practising new skill #
1 sentences from the story read, and write NP on the lines provided if noun
phrase and VP for verb phrase. ( Refer to LM page 169 )
E. Discussing new
concepts
and practising new skill  Encircle the phrases in each sentences and write if it is a noun phrase or a
#2 verb phrase before te number. ( Refer to LM task 14 page 170 )
F. Developing mastery
 The learners will produce a five (5) sentences summary of the story “ The
Centipede “
 Show them a format and sample from references.
G. Finding practical
application of concepts and
skills in daily living  Let the learners write a dialogue about family situations wherein phrases are
used.
H. Making generalizations
and abstractions about the
lesson  How did you integrate phrase in the dialogue or conversation?

I. Evaluating learning
 Extract the information from the story, “ The Centipede “ using summary,
précis and paraphrase.

J. Additional activities for

application or remediation
 Copy or clip the lyrics of your favourite song. Underline all the phrases.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructions supervisors can provide for you so when you meet them, you ask them relevant questions
.
A. No. Of learners who earned 80% on
the formative assessment

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

worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Annex 2B .4 to DepEd Order No. 42, s. 2016

GRADES 1 TO 12 School Potungan National High School Grade Level Grade 7

DAILY LESSON Teacher Honeylene C. Martinez Learning English
LOG Area
Teaching Dates and August 16, 2019 Quarter 2nd
Time

Objectives must be met over the week and considered to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in
learning. Weekly objectives and be derived from the curriculum guides .
A. Content Standards The learner demonstrates understanding of pre- colonial Philippines 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.
B. Performance The learner is able to show appreciation for the literature of the past;
Standards
comprehending texts using appropriate reading styles; participating in
conversations using appropriate context – depending expressions; producing
English sounds correctly and using prosodic features of speech effectively in
various situations; and observing English sounds correctly and using prosodic
features of speech effectively in various situations; and observing correct-
agreement.

C. Learning Competencies/ 1. Use appropriate mechanisms/ tools in the library for locating resources. ( EN7SS-
Objectives (Write the LC
code) II-a-1)
2. Use the card catalog, the online public access catalog, or electronic search
engine to locate specific resources. ( EN7SS-II-a-1.5.3)
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
II. CONTENT two .

CARD CATALOG

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands –on learning promotes
concept development .
A. References
1. Teacher’s Guide pages 146- 161
2. Learner’s Materials pages 155 - 179
3. Textbook pages 155 - 179
4.Additional Materials from Learning Materials
Learning Resource(LR)
portal
B. Other Learning Internet
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES 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 process and draw conclusions about what they learned in relation to their life
experience and previous knowledge. Indicate the time allotment for each step
..
A. Reviewing previous  What are the different strategies based on a specific purpose?
lesson
or presenting the new
lesson
B. Establishing a purpose  The teacher activates the background knowledge of the students about card
for
the Lesson catalog.
 How much do they know about it?
 He / she ask them to identify the shown pictures.

Possible Answers: The pictures are an example of card catalog: author card, title
card, and subject card.

C. Presenting examples/  The teacher presents the pictures to the class and asks them to share their
Instances of the new
lesson ideas about it. (The pictures show an electronic engine in locating a specific
source in the library.
 Process Question :
1. How is electronic engine similar to / different from card catalog?

D. Discussing new concepts  Let the learners examine the catalogue card and answer the following
and practising new skill #
1 questions:
1. Who wrote the book?
2. What does the book mainly contain?
3. Who is the publisher?
4. What system of classification does the library use?
5. Is this a subject, title or an author card/
E. Discussing new
concepts
and practising new skill 6. Which part of the call number identifies the author?
#2 7. How many pages does the book contain/
8. Will you find any picture in the book?
9. What does c in the upper left-hand corner tell you about this book?
( Refer to Lm Task 16 page 173 )
F. Developing mastery  Stress to the learners the relationship of their different tasks with library use.
 Present examples of various cards.
 Remind them to take down notes

G. Finding practical
application of concepts and
skills in daily living  The teachers asks the students the following questions:
1. When do we use the library card?
2. Are the mentioned tools above useful in doing research? Why?
H. Making generalizations
and abstractions about the
lesson  The teacher discusses its description and function.
1. Library Catalog – is a register of all bibliographic items found in the
library or group of libraries, such as a network of libraries at several
locations for the purpose of identification and location of the material
catalogued.
2. Search Engine – is a software system that is designed to search for
information on the World Wide Web. The search results are generally
presented in a line.
3. Data Base – is a collection of information that is organized so that it can
be easily accessed, managed, and updated. Data is organized into rows,
columns and tables, and it is indexed to make it easier to find relevant
information.

I. Evaluating learning
 Read each question below then choose the correct answer.
1. Why is a card catalog important?
a. It teaches about the library.
b. It guides one on how to refer to books.
c. It helps locate books in the library.
2. What can help you to locate books in the library easily and quickly?
a. Card catalog
b. Borrower’s card
c. Identification card
3. What kinds of cards are needed on fiction?
a. Author and title card
b. Title card
c. Title, author and subject card
4. If you want a book on a special subject such as boxing , what kind o card
will you use/
a. Title card
b. Author card
 c. Subject card
5. How are the cards arranged?
a. In alphabetical order
b. In chronological order
c. In numerical order
J. Additional activities for
application or remediation
 The use of appropriate library mechanism wil brings you to the quicker and
easier job in conducting research.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructions supervisors can provide for you so when you meet them, you ask them relevant questions
.
A. No. Of learners who earned 80% on
the formative assessment
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Annex 2B .4 to DepEd Order No. 42, s. 2016

GRADES 1 TO 12 School Potungan National High School Grade Level Grade 7

DAILY LESSON Teacher Honeylene C. Martinez Learning English
LOG Area
Teaching Dates and August 15, 2019 Quarter 2nd
Time

Objectives must be met over the week and considered to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in
learning. Weekly objectives and be derived from the curriculum guides .
A. Content Standards The learner demonstrates understanding of pre- colonial Philippines 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.
B. Performance The learner is able to show appreciation for the literature of the past;
Standards
comprehending texts using appropriate reading styles; participating in
conversations using appropriate context – depending expressions; producing
English sounds correctly and using prosodic features of speech effectively in
various situations; and observing English sounds correctly and using prosodic
features of speech effectively in various situations; and observing correct-
agreement.

C. Learning Competencies/ 1. Use listening strategies based on purpose , familiarity with the topic and levels of
Objectives (Write the LC
code) difficulty of short texts listened to. ( EN7LC-II-a-6 )
2. Extract information from the text listened to. ( EN7LC-II-a-6-1 )
3. Note details, sequence and relationships of ideas and events. ( EN7LC-II-a.1/2 )
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
II. CONTENT two .

LISTENING STRATEGIES

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands –on learning promotes
concept development .
A. References
1. Teacher’s Guide pages 146- 161
2. Learner’s Materials pages 155 - 179
3. Textbook pages 155 - 179
4.Additional Materials from Learning Materials
Learning Resource(LR)
portal
B. Other Learning Internet
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES 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 process and draw conclusions about what they learned in relation to their life
experience and previous knowledge. Indicate the time allotment for each step
..
A. Reviewing previous  What are phrases?
lesson
or presenting the new  Differentiate noun phrase to verb phrase.
lesson  What is the significance of summarizing and paraphrasing story?
B. Establishing a purpose  The teacher shows picture of the two persons conversing over the telephone.
for
the Lesson  The students will give their ideas about the importance of listening
attentively to one another.
C. Presenting examples/
Instances of the new
lesson  How to be an active listener?
 What are the things to do in order to understand the ideas from the text
listened to?

D. Discussing new concepts  The teacher reads to the class a short article about human heart and allows
and practising new skill #
1 them to answer the comprehension questions that follow.

The human heart is a powerful muscular organ located in the chest

cavity. Its lower pints slightly toward the left. It is about the sixe of the
owner’s closed fist. It has four chambers: two auricles and two ventricles.
Valve guard the openings of these chambers to keep the blood from flowing
in the wrong direction.

E. Discussing new
concepts
and practising new skill
#2 The malfunction of the heart is to pump blood. It never stops pumping
blood even when the individual is asleep. When a person is resting, the heart can
ump as much as 5 litres of blood per minute or about 75 millilitres per heartbeat.
This means that the total amount of blood in the body passes through the heart every
minute, day and night.

Comprehension Questions:
1. Where is the human heart located?
2. How small is the human heart?
3. What is the main function of the human heart?
4. Why do you think human heart works every single day/

F. Developing mastery
 1. How were you able to come up with the correct answers to the questions?
2. What makes you easy / difficult in understanding the text?
3. What do you think are the ways to extract information from the listening
text effectively/

G. Finding practical
application of concepts and
skills in daily living  Give your insights the importance of disseminating information from what
is being heard.
H. Making generalizations
and abstractions about the
lesson  Listening Strategies
a. Listening for the specific, detail and for the main idea.
b. Predicting and drawing inferences/
c. Recognizing the sequence of events.

 Noting Details – is a brief of something that one has written down on paper.
This, maybe a statement, a quote, a definition or a phrase one may have
written down in order to remember.

I. Evaluating learning
 The teacher reads to them a passage about The Boy Scouts of the
Philippines. He / she instructs the students to note details and sequence the
events mentioned in the passage.

The Boys Scouts of the Philippines launched a national Good Turn for
the Year Campaign through their project code named “Scouting for Food ‘.
The Scouts distributed empty bags to their neighbours in which to lace their
food donations. Volunteers then sorted the food, placed them in boxes , and
took them to warehouses for distribution later to the poor.
J. Additional activities for
application or remediation
 Share your learning from the lesson.,
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructions supervisors can provide for you so when you meet them, you ask them relevant questions
.
A. No. Of learners who earned 80% on
the formative assessment
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?