GRADES 1 to 12 School: A.O.

FLOIRENDO NATIONAL HIGH SCHOOL Grade Level: 7

DAILY LESSON Teacher: THEA A. LAMBAYAN Learning Area: ENGLISH
LOG Teaching Dates and October 14-18, 2024
Quarter & Week: Quarter 2, Week 2
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT,
CLASSROOM CLASSROOM CLASSROOM CLASSROOM CLASSROOM
STANDARDS, AND LESSON
INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION
COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for clarity of meaning,
Content Standards
purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose,
Performance Standards and target audience; and compose and publish an original multimodal literary text (poem) that represents their meaning, purpose, and target
audience, and reflects their local and national identity.
Learning Competency
Analyze literary texts as expressions of individual or communal values within structural context.
Learning Objectives: Learning Objective: Learning Objectives Learning Objectives Learning Objectives
1. Enumerate the different 1. Demonstrate factual 1. Determine the different 1. Distinguish the different 1. The students will be
Learning Competencies and elements of a short story; and inferential types of conflict in the POVs of narration. able to get a score of 80%
Objectives 2. Define the elements of understanding of the assigned text for reading, in the long quiz.
a short story. contents and sequence of and
events in the assigned 2. Illustrate the different
reading text. types of conflict provided
in the assigned text for
reading;
Elements of a Short
Elements of a Short Story:
Content Plot Conflict Point of View
Story Plot, Conflict, Point of
View
Integration
II. LEARNING RESOURCES

III. TEACHING AND LEARNING

PROCEDURE
Activating Prior Knowledge (Mind and WHICH IS WHICH? LOOK AND DESCRIBE READY, SET, RECALL! QUESTION POMPTS
Mood) Duration: 3 minutes Duration: 3 minutes Duration: 10 minutes Duration: 5 minutes
The class will read the In this activity, the As a form of an enabling The learners will be asked
definition below and then students, based on their exercise, the students will the following questions:
guess what it is referring personal and vicarious answer the worksheet
to: experiences, will jot down Ready, Set, Recall! This a. In narrating a story, is it
the differences between activity is a simple recall of possible for you to tell your
It is a brief the two places (found the classifications and own experiences?
fictional prose narrative below) in terms of living types of conflict based on b. Could you tell or narrate
that is shorter than and culture. Then, they will the pictorial scenes the life story of others, e.g.,
a novel and that usually answer the given provided. The teacher will your mother, best
deals with only a few questions: facilitate the processing of friend, etc.?
characters. students’ answers
afterward.
Choices:
a. Literature
b. Short Story a. What can you see in
c. Book Picture A? in Picture B?
GRADE 9 English

d. Story b. How does it feel like to

live in the barrio? in the
Answer: B city?
The teacher will give a c. Is there a difference in
short explanation. living and culture between
the two places? Give
specific examples.
d. Between the two, where
do you wish to live? Why?
e. What would be the
reaction of a person
coming from a city who
visits a barrio and so with
someone from a barrio
who visits a city? You may
cite your personal or
vicarious experiences.
Establishing Lesson Purpose (Aims) ARRANGE THE WORDS UNLOCKING
Duration: 7 minutes VOCABULARY
The students will arrange Duration: 7 minutes
the jumbled letters to form The students will have to
the different elements of a recognize the words by
short story. They will be supplying the missing
given picture clues to help letters while being guided
them accomplish the by the definition as clues.
activity.
1. A H C C A R T R E
2. E T S I T G N
3. C T O I L N F C
4. L O T P
5. H M E T E

Answers:
1. CHARACTER
2. SETTING
3. CONFLICT
4. PLOT
5. THEME
Developing and Deepening GALLERY WALK READING DRAW THE CONFLICT ACT IT OUT!
Understanding (Tasks and Thought) Duration: 20 minutes Duration: 10 minutes Duration: 25 minutes Duration: 10 minutes
Fact sheets regarding the The students will read the In this activity, the teacher In this activity, the teacher
different elements of a short story, How My divides the class into six will select some students to
Short Story will be posted Brother Leon Brought groups. Each group creates do a dramatic reading of an
on the walls inside the Home a Wife, by Manuel E. a 4-tile comic that shows excerpt from the short
classroom. Arguilla. one conflict in the story, story, How My Brother Leon
How My Brother Leon Brought Home a Wife.
The different elements are: Brought Home a Wife. The
1. Character students must be able to
2. Setting identify the classification WHAT DO YOU THINK?
3. Conflict and types of conflict as Duration: 20 minutes
4. Plot they present their work. After the dramatic reading
5. Theme of the excerpt, the students
GRADE 9 English

will answer the following

questions on a ½ crosswise:
1. How many characters are
talking in the excerpt?
2. In the excerpt taken from
How My Brother Leon
Brought Home, who is
narrating the story?
3. How did you know that
the story is being told by
Baldo, the brother of Leon?
4. What type of point of
view was used by the author
in the story?
5. Why do you think Manuel
E. Arguilla told the story
through the point of view of
a boy?
Making Generalizations (Abstractions) INTERACTIVE READISCOVER INTERACTIVE INTERACTIVE
DISCUSSION Duration: 15 minutes DISCUSSION DISCUSSION
Duration: 8 minutes The students will be Duration: 10 minutes Duration: 10 minutes
There will be an interactive grouped accordingly. There will be an interactive There will be an interactive
discussion between the Then, they will write a discussion on conflict and discussion on point of view
teacher and the students short description of each its types. and its types.
on the different elements event in
of a short story. The the short story, How My
students will define these Brother Leon Brought
elements and give Home a Wife following the
examples, while the pyramidic plot structure.
teacher facilitates and They will be given
reinforces the information worksheets.
that will be given by the
students.
IV. Evaluation of Learning
Evaluating Learning (Test) FORMATIVE FORMATIVE FORMATIVE
ASSESSMENT ASSESSMENT ASSESSMENT
Duration: 7 minutes Duration: 10 minutes Duration: 45 minutes
In a 10-item quiz, the The students will answer
There will be a 30-item
students will identify what the following questions on
elements will be referred a 1 whole sheet of paper: quiz that will be given
to by the given a. Where did the story to the students.
statements. happen?
b. Who were the main
characters in the story?
Characterize them.
c. Could you describe the
relationship of Leon and
Baldo? Leon and Maria?
d. What problems did the
main characters, Leon and
Maria, encounter on
their way home to meet
GRADE 9 English

Leon’s family?
e. What tests were given
to Maria?
f. Why did they follow the
Waig road instead of the
Camino Real?
g. Why was Maria afraid of
Leon’s father?
h. Do you think Maria was
accepted by Leon’s family?
Why?
Teacher’s Remarks (Annotations)
Reflection (Gains)

Prepared by: Checked by: Recommending Approval: Noted by:

THEA A. LAMBAYAN GINA V. GALANIDO CRISTINA N. PACATAN CHONALYN C. DOCTORA

EdD
Teacher I T-III/English Coordinator MT-I/ JHS Academic Head Principal II