GRADE School Bayorbor National High School Grade Seven

Level
1 Teacher Menchie G. Valencia Learning English
to 12 Area
DAILY Teaching Dates 7:00-8:00am 7- MABINI Quarter FIRST
LESSON LOG and Time 8:00-9:00am 7-AGONCILLO
Based from
DepEd JUNE 05,2018
Order No. 42,
s. 2016

TUESDAY
I. OBJECTIVES
1. Understand different literary forms during pre-colonial period

2. Describe the different literary genres during the pre-colonial

period

3. Appreciate the connection with Philippine‘s rich past through

the different literary forms

A. Content Standard The learner demonstrates understanding of: pre-colonial Philippine 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 Standard The learner transfers learning by: showing appreciation for the literature 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 EN7LT-Ia-1: Discover literature as a means of connecting to a significant
Competency/Objectives past
(Write the LC code for
each.) EN7LT-Ia-2: Describe the different literary genres during the pre-colonial
period
II. CONTENT

Philippine Literature during Pre-Colonial Period

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp.

2. Learner’s Materials pp.
pages
3. Other materials

B. Other Learning Resource www.google.com

www.prezi.com
IV. PROCEDURES

A. Reviewing previous lesson
or presenting the new
lesson
Long before the Spaniards came to the Philippines, the Filipinos
already have their own culture. It was influenced by Malaysians,
Indonesians, Chinese, Arabs, Persians, and other foreigners who
came to trade with them. Much of ancient literature was oral,
community-bound, and derived from the peoples‘experiences and
observations.
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment)
G. Finding practical application
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
Why do you think we should study the literatures of the Philippines?
Arrange and Fill it!
Directions: You will be given set of words and pictures to arrange into a
diagram provided below:
Let’s Explain!
Your group‘s reporter/s will present your output with emphasis on the
placement of the pictures given. While listening to the reports, try to compare
your output from the other group outputs.
Add Some More!
Directions: With the description given on different literary forms, share other
examples you know.
Complete Me!
Directions: Complete the statement below.
Exit Slip:
Directions: In a ½ crosswise, answer the previous question posted by your
teacher:
Why do we need to study the literature of the Philippines?
Review your notes on Philippine literature during pre-colonial period.
 V. REMARKS

VI. REFLECTION
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 innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Noted by:

MENCHIE G. VALENCIA GREGORIO T. MUECO

Teacher Principal II