Republic of the Philippines

DEPARTMENT OF EDUCATION
MIMAROPA REGION
Schools Division of Oriental Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan

MODIFIED DAILY LESSON LOG

School: CACAWAN HIGH SCHOOL Grade Level: Grade 9
Teacher: ALPHASHALOM L. RODIL Learning Area: English 9
Teaching Time: 2:00-3:00 Quarter: 4

I. OBJECTIVES
A. Learning EN9LT-IVb-17: Analyze literature as a means of understanding unchanging values
Competencies in a changing world.
EN9RC-IVb-2.18: Relate text content to particular social issues, concerns, or
dispositions in real life
EN9LC-IVb-13.1: Get the different sides of social, moral, and economic issues
affecting the nation.
B. Learning Outcome Demonstrate understanding of the message of the play.
C. Learning Comprehend the message of the play.
Objectives (KSA) Identify the elements of the play.
Distinguish the symbolism used in the play.
Perform the given tasks.
II. CONTENT Death of a Salesman(Summary)
III. LEARNING RESOURCES
A. Reference A Journey Through Anglo-American Literature: Learner's Material pp. 455-492
B. Other Learning
Resources http://www.youtube.com/watch?v=KGno7xlOrAA

IV. PROCEDURE
A. Reviewing previous
lesson Review of previous lesson about the play entitled "A Raisin in the Sun".
Questions to be asked:
Indicator # 7. The
1. Who are the characters in the play? teacher planned,
2. Why is it entitled as a raisin in the sun? managed and
3. What are the values that you've learned on that play? implemented
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
B. Establishing a Task: Video Analysis Indicator # 1. The
purpose for the lesson teacher applied
Watch the video about a father and his daughter. (The video is about father & daughter
relationship wherein the daughter committed suicide due to depression.) knowledge of content
within and across
The learners will share their opinions and comments about the video through answering the curriculum teaching
guide questions. 1. Do areas.
you agree with how the daughter treated her father? Why? Indicator # 3 The
2. How do you treat your own parents? teacher applied and
3. How do you overcome the problems that developed higher
come into your life? thinking order skills of
the learners.

C. Presenting Using a Spider Web, ask the learners to give associate word to the word salesman. The Indicator # 2. The
examples/instance of learners are given only 3 minutes to do this. teacher employed
the new lesson SALESMAN teaching strategies that
enhance learner's
achievement in literacy
and numeracy skills.

D. Discussing new Using a powerpoint presentation, the learners will read and analyze the summary of the play,
concepts and "Death of a Salesman".
practicing new skills
#1 Engage students in discussion by answering the comprehension questions. Indicator # 3 The
1. Who are the characters? teacher applied and
2. What are the problems of Mr. Willy? developed higher
3. Describe the father and son relationship as shown by the characters on the thinking order skills of
play. 4. Is Mr. Willy the learners.
born as a loser or does he stand in his own way of success? 5. What are Indicator # 5. The
the outcomes of Willy's delusions? 6. What is teacher managed
your opinion regarding the death of Willy? learner behavior
(Each students are given praises to their respective answers to the questions.) constructively by
applying positive and
non-violent discipline to
ensure learning-focused
environments.
E. Developing mastery Task: Elements Galore Indicator # 4The teacher
(Leads to formative Using the given graphic organizer, supply the needed elements of the play. managed classroom
assessment) structure by engaging
learners individually in
meaningful exploration.

F. Finding practical Group Activity: Present a scenario showing your relationship to your parent. (The time Indicator # 2. The
application about the allotted for doing this activity is only 5 minutes.) teacher employed
lesson teaching strategies that
enhance learner's
achievement in literacy
and numeracy skills.

G. Making generalization Generalize the message of the play.

and abstraction about
the lesson
H. Evaluating learning Output Making:Decipher the Symbols Indicator # 9. The
Identify the symbolism used to portray the characters in the play. teacher designed and
used formative
assessment strategies.

I. Additional Activities for My Treasure: List the important concepts that you've learned from the play.
application or
remediation
V. REFLECTION
A. No. of learners E. Which of my teaching
who earned 80% in worked well? Why did this
the evaluation work?

B. No. of learners
who requaired
additional activities F. What difficulties did I
for remediation encounter which my
principal or supevisor can
help me solve?

C. Did the remedial

works? No. of learners
who caught up with the
lesson.
G. What innovation or
localized material did I use
D. No. of learners discover which I wish to
who continue to share with other teachers?
require remediation

Prepared By: Observed By:

ALPHASHALOM L. RODIL RICKY P. DALWAMPO
(Signature over printed name) Head Teacher III

Date: 1/23/2019 Date: 1/23/2019

 Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA REGION
Schools Division of Oriental Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan

MODIFIED DAILY LESSON LOG

School: CACAWAN HIGH SCHOOL Grade Level: Grade 9
Teacher: ALPHASHALOM L. RODIL Learning Area: English 9
Teaching Time: 2:00-3:00 Quarter: 3

I. OBJECTIVES
A. Learning Competencies
EN9LC-IIIa-6: Employ appropriate listening strategies suited to type of
text. EN9LT-
IIIa16: Analyze literature as a means of connecting to the world.

B. Learning Outcome Demonstrate understanding of the message of the radio play.

C. Learning Objectives (KSA) Analyze a one-act radio play.
Employ appropriate listening strategies suited to a one-act play.
Perform the given tasks.
II. CONTENT Sorry, Wrong Number (A Radio Play by Lucille Fletche)
III. LEARNING RESOURCES
A. Reference A Journey Through Anglo-American Literature: Learner's Material pp.
240-253
B. Other Learning Resources www. SUSPENSE_--__SORRY,_WRONG_NUMBER__(11-18-48
IV. PROCEDURE
A. Reviewing previous lesson Review of previous lesson about the advent of telephone as a form of technology Indicator # 7. The teacher
planned, managed and
implemented
Questions to be asked: developmentally sequenced
1. What is the predominant feeling of the speaker in the poem, "The Telephone"? teaching and learning
processes to meet
curriculum requirements and
varied teaching contexts.
2. To what did the speaker compare man's situation before the advent of the
telephone?

3. What value do people give to the telephone when he has the access to it?
B. Establishing a purpose for Task 1: Looking Up Indicator # 1. The teacher
the lesson Think-Pair-Share: How do you respond to an emergency situation? Whom do you applied knowledge of
call for help? For each critical situation below, indicate your life-saving solution. content within and across
curriculum teaching areas.

Indicator # 3 The teacher

Critical Situation applied and developed
1. Your neighbor’s house is on fire. higher thinking order skills of
2. A woman’s purse is snatched in front of you in the street. the learners.
3. Somebody in fear and in panic calls on your cell phone asking for your help.
4. Your mother complains of dizziness and falls to the ground unconscious.

C. Presenting Task 2: Touching You, Touching Me Indicator # 2. The teacher

examples/instance of the new View the powerpoint presentation and respond to it employed teaching
lesson by interpreting the meaning expressed in the song excerpt, "Take That-reach strategies that enhance
Out". (This activity will be done within 5 minutes) learner's achievement in
Slide literacy and numeracy skills.
1__________________________________________________
Slide 2__________________________________________________
Slide 3___________________________________________________
Slide
4____________________________________________________
Slide
5_____________________________________________________
D. Discussing new concepts Listening Activity: Listen to the radio play entitled "Sorry, Wrong Number" as Indicator # 5. The teacher
and practicing new skills #1 you read the excerpt. (During this activity, the learners are able to express their managed learner behavior
ideas and ensure active participation through listening.) constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments.
E. Developing mastery (Leads Group Activity: Indicator # 4The teacher
to formative assessment) Group 1- Crossing Difficulties (Give the meaning of managed classroom
the underlined words in the sentences.) structure by engaging
Group 2- Delving Deeper learners in group activities.
(Arrange the events according to their occurrence in the play.) Indicator # 6.
Group 3- The teacher used
Discovering Traits (Describe characters by putting traits in the strand.) differentiated, appropriated
learning experiences to
Group 4- Firming Up ( Answer the given questions.) address learners' gender,
needs, stengths, interests
and experiences.

F. Finding practical application If you were Mrs. Stevenson, how could you save your life in that critical Indicator # 3 The teacher
about the lesson condition? Explain your answer applied and developed
higher thinking order skills of
the learners.
G. Making generalization and Generalize the message of the play.
abstraction about the lesson
H. Evaluating learning Output Making: Give your own ending to the radio play.
I. Additional Activities for My Treasure: List the important concepts that you've learned from the radio play.
application or remediation

V. REFLECTION
A. No. of learners E. Which of my teaching
who earned 80% in worked well? Why did this
the evaluation work?

B. No. of learners
who requaired
additional activities F. What difficulties did I
for remediation encounter which my
principal or supevisor can
help me solve?
C. Did the remedial
works? No. of learners
who caught up with the
lesson.

G. What innovation or
localized material did I use
D. No. of learners discover which I wish to
who continue to share with other teachers?
require remediation

Prepared By: Observed By:

ALPHASHALOM L. RODIL RICKY P. DALWAMPO
(Signature over printed name) Head Teacher III

Date: 6/11/2018 Date: 6/11/2018

 Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon ng MIMAROPA
Sangay ng Silangang Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan

PANG-ARAW ARAW NA TALA SA PAGTUTURO

Paaralan: CACAWAN HIGH SCHOOL Baitang/Antas: IKA-SAMPUNG BAITANG
Guro: ALPHASHALOM L. RODIL Asignatura: FILIPINO
Oras: 7:30-8:30 Markahan: 2
I. LAYUNIN
A. Pamantayang Naipapamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang
Pangnilalaman pampanitikan ng mga bansang kanluranin.
B. Pamantayan sa Pagganap Nakapagtatanghal ng tableau na may mahalagang kaugnayan sa tema o mensahe ng
akda.
C. Mga Kasanayan sa Naitatala ang mga salitang magkakatulad at magkakaugnay sa kahulugan.
Pagkatuto Nabibigyang-reaksyion ang mga pangyayari sa maikling kwento.
Nasusuri ang nilalaman ng maikling kwento at ang mga katangian ng mga tauhan.

Naipapakita nang masining at may damdamin ang mensahe ng kwento.

Nabibigyang-halaga ang diwa ng pagbibigayan ng regalo at pagsasakripisyo para sa
taong mahal mo.Aginaldo ng mga Mago
PANITIKAN:
(Maikling Kuwento mula sa United States) Akda ni O.
II. NILALAMAN Henry
III. KAGAMITANG PANTURO
A. Sanggunian Filipino 10: Gabay sa Pagtuturo pahina 83-89
Filipino 10: Modyul para sa Mag-aaral pahina 216-224
B. Iba pang Kagamitang
Panturo paggamit ng powerpoint presentation, larawan, kartolina/manila paper
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Balik-aral sa nakaraang aralin. Indicator # 7. The teacher
aralin o pagsisimula ng planned, managed and
Mga Tanong:
bagong aralin implemented
1. Ano ang dula? developmentally
2. Tungkol saan ang dulang Romeo at Juliet? sequenced teaching and
3. Anu-ano ang mga aral na nasalamin sa akda? learning processes to
meet curriculum
requirements and varied
teaching contexts.

B. Paghahabi ng layunin ng Pangkatang Gawain:Alamin Mo

aralin Bawat pangkat ay maglalahad ng mga umiiral na kultura sa bansang Amerika tungkol Indicator # 1. The teacher
sa pagbibigayan ng regalo gamit ang grapikong presentasyon. Ipakita kung may applied knowledge of
pagkakatulad ito sa kultura ng mga Pilipino. Ilalahad ng bawat pangkat ang kanilang content within and across
sagot sa tulong ng mga babasahin, bidyo at mga larawan. curriculum teaching
areas.
indicator # 8. The teacher
selected, developed,
KULTURA NG PAGKAKATULAD organized and used
SA PILIPINAS appropriate teaching and
learning resources
including ICT to address
AMERIKA learning goals.
TUNGKOL SA
PAGBIBIGAYAN Indicator # 4The teacher
NG REGALO managed classroom
structure by engaging
learners in group
activities.

C. Pag-uugnay ng mga Pakikinig: Pagbasa sa Ebanghelyo ni Mateo

halimbawa sa bagong aralin
Ang mga mag-aaral ay makikinig sa pagbasa ng Ebanghelyo sa Mateo 2:1- Indicator # 2. The teacher
12 hinggil sa tatlong haring Mago na nag-alay ng handog/regalo noong employed teaching
natagpuan nila si Hesus sa sabsaban. strategies that enhance
learner's achievement in
Iuugnay din ng mga mag-aaral ang napakinggang Ebanghelyo sa kahalagahan ng literacy and numeracy
pagbibigayan ng regalo tuwing Pasko. Hahanap ng kapareha at magkakaroon sila ng skills.
bahaginan sa loob ng 2 minuto at inaasahan na ang bawat pares ay makakasunod sa
itinakdang oras.
D. Pagtalakay ng bagong Magkakaroon ng talakayan sa nilalaman ng maikling kwentong pinamagatang "Ang Indicator # 4The teacher
konsepto at paglalahad ng Aginaldo ng Mago". (Naibigay na bilang bahagi ng takdang aralin ang pagbabasa sa managed classroom
bagong kasanayan akda.) Upang mataya kung naunawaan ng mga mag-aaral structure by engaging
ang binasang akda gayundin ang paglinang sa talasalitaan upang matukoy ang learners in group
magkakaugnay na kahulugan ay isasagawa ang pangkatang gawain na tila isang activities.
gameshow na pinamagatang "Isang Tanong, Isang Sagot". (Ang mga tanong ay Indicator # 3 The teacher
makikita sa powerpoint presentation.) applied and developed
Anong klaseng pag-iiibigan merun sina Jim at Delia? higher thinking order skills
Paano mo ilalarawan ang kanilang buhay mag-asawa? of the learners.
Ano ang kanilang isinakripisyo para sa ikaliligaya ng bawat isa?
Ano ang naging resulta ng kanilang ginawa?
Bakit nila ginawa ang ganoong klase ng pagbibigayan ng regalo?
Bakit ito pinamagatang “Aginaldo ng Mago”?
Anong kaisipan o kulturang Pilipino ang masasalamin sa nasabing akda?
Kung ikaw si Jim o si Delia, gagawin mo rin ba ang ginawa nila para sa kaligayahan
ng taong mahalaga sa iyo? Patunayan

F. Paglalapat ng aralin sa Gawain: Pagtatanghal ng Tableau Indicator # 5. The teacher

pang-araw-araw na buhay Ang bawat pangkat ay magpapakita ng tableau tungkol sa temang "Ang managed learner
Pasko sa Mata ng Isang Bata". behavior constructively by
Mamarkahan ang pagtatanghal ayon sa pamantayan: applying positive and
Mensahe/Kaangkupan sa Tema-40 non-violent discipline to
puntos ensure learning-focused
environments.
Kahusayan sa Pagtatanghal-40 puntos

Kawilihan-10 puntos
Kaayusan-10
puntos
Kabuuan: 100 puntos
G. Paglalahat ng aralin (Pagkatapos
Anu-ano ang ng presentasyon
mahahalagang ay nagkaroon
kaisipan/mensahe ng pagbibigay
na ibinigay ng akda? ng papuri sa
nasabing partisipasyon ng bawat mag-aaral. )
H. Pagtataya ng aralin Maikling Pagsusulit: Sagutan ang mga katanungan sa sagutang papel.
J. Karagdagang gawain sa Think-Pair-Share: Ibigay ang makatotohanang sagot hinngil sa katanungang, " Anong
takdang aralin at remediation mahalagang ari-arian o bagay ang isasakripisyo mo alang-alang sa kaligayahan ng
taong mahal mo?". (Ibabahagi ng magkaparehas ang kanilang sagot sa susunod na Indicator # 3 The teacher
araw.) applied and developed
higher thinking order skills
of the learners.
V. PAGNINILAY
A. Bilang ng mga E. Alin sa mga istratehiyang
mag-aaral na pagtuturo ang nakatulong ng
nakakuha ng 80% lubos? Paano ito
na pagtataya nakatulong?

B. Bilang ng mga
mag-aaral na
nangangailangan ng F.Anong suliranin ang aking
iba pang gawain naranasan na nasulosyonan
para sa remediation na nakatulong ang aking
punong-guro at superbisor?

C. Nakatulong ba
ang remedial?
Bilang ng mag-aaral
na nakaunawa sa
aralin G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
D. Bilang ng mag-
aaral na
magpapatuloy sa
remediation

Inihanda ni: Inobserbahan ni:

ALPHASHALOM L. RODIL RICKY P. DALWAMPO
Ulong Guro III

Petsa: 10/10/2018 Petsa: 10/10/2018

 Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA REGION
Schools Division of Oriental Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan

MODIFIED DAILY LESSON LOG

School: CACAWAN HIGH SCHOOL Grade Level: Grade 9
Teacher: ALPHASHALOM L. RODIL Learning Area: English 9
Teaching Time: 2:00-3:00; 3:00-4:00 Quarter: 2

I. OBJECTIVES
A. Learning Competencies EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various
circumstances in life.
EN9LT-II-014.2: Explain how the elements specific to a selection build its theme.
B. Learning Outcome Demonstrate understanding of the message of the poem.
C. Learning Objectives Distinguish the features present in the selected text
(KSA) Identify the message of the poem
Perform the given tasks.
II. CONTENT Lesson 2: The Man with the Hoe
III. LEARNING RESOURCES
A. Reference A Journey Through Anglo-American Literature: Learner's Material pp. 134-137
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson Review of lesson 1
Questions to be asked:
1. What is an adverb of time? Adverb of place? Give examples.
2. From the 2 poems being discussed, how did you find other's greatness?
B. Establishing a purpose Initial Task:Task 1: Social Lens (Picture Analysis)
for the lesson
Ask the students to observe the pictures closely.
Instruct them to write an essay in one minute based on their observation.
Pose the motivational question, "How do you view other people's circumstances?"
C. Presenting Present the painting of Jean Francois Millet: The Man with the Hoe
examples/instance of the
new lesson
D. Discussing new Reading Text: Read the text entitled: The Man with the Hoe.
concepts and practicing
new skills #1 Engage students in discussion by identifying the features of poem being used on the given text.

E. Developing mastery Comprehension Check: Answer the given questions.

(Leads to formative
assessment)
F. Finding practical Who is the modern man with the hoe? Show the answer in a group scenario.
application about the
lesson
G. Making generalization and Generalize the message of the poem.
abstraction about the lesson

H. Evaluating learning Output Making: Illustrate the man with the hoe.
I. Additional Activities for
application or remediation

V. REFLECTION
A. No. of learners E. Which of my teaching
who earned 80% in worked well? Why did this
the evaluation work?

B. No. of learners
who requaired
additional activities F. What difficulties did I
for remediation encounter which my
principal or supevisor can
help me solve?
C. Did the remedial
works? No. of learners
who caught up with the
lesson.
G. What innovation or
localized material did I use
D. No. of learners discover which I wish to
who continue to share with other teachers?
require remediation

Prepared By: Observed By:

ALPHASHALOM L. RODIL RICKY P. DALWAMPO
(Signature over printed name) Head Teacher III
Date: 9/17-18/2018 Date:
 Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA REGION
Schools Division of Oriental Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan

MODIFIED DAILY LESSON LOG

School: CACAWAN HIGH SCHOOL Grade Level: Grade 9
Teacher: ALPHASHALOM L. RODIL Learning Area: English 9
Teaching Time: 2:00-3:00 Quarter: 2

I. OBJECTIVES
A. Learning Competencies EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various
circumstances in life.
EN9LT-II-014.2: Explain how the elements specific to a selection build its theme.
B. Learning Outcome Demonstrate understanding of the message of the poem.
C. Learning Objectives (KSA) Distinguish the features present in the selected text
Identify the message of the poem
Perform the given tasks.
II. CONTENT Lesson 2: The Man with the Hoe
III. LEARNING RESOURCES
A. Reference A Journey Through Anglo-American Literature: Learner's Material pp. 134-137
B. Other Learning Resources

IV. PROCEDURE
A. Reviewing previous lesson
Review of lesson 1
Questions to be asked:
1. What is an adverb of time? Adverb of place? Give examples.
2. From the 2 poems being discussed, how did you find other's greatness?
B. Establishing a purpose for Initial Task:Task 1: Social Lens (Picture Analysis)
the lesson
Ask the students to observe the pictures closely. (The pictures show the social condition of the
Filipinos during the Spanish regime.)
Instruct them to write an essay in one minute based on their observation.
C. Presenting Pose the motivational question, "How do you view other people's circumstances?"
examples/instance of the new
lesson The students are able to answer the motivational question through the use of the painting of Jean
Francois Millet: The Man with the Hoe. (Have a short
discussion about the painting.)

D. Discussing new concepts Reading Text: Read the text entitled: The Man with the Hoe.
and practicing new skills #1
Engage students in discussion by identifying the features of poem being used on the given text.

E. Developing mastery (Leads Comprehension Check: Answer the given questions.

to formative assessment)
A. What is the image of the man with the hoe? B.
How does the poet describe him? C.
What does the bent body of the man with the hoe signify? D.
According to the poet, who is responsible for the condition or state of the man with the hoe?
E. What is meant
by the line, "What to him are Plato and the swing of Pleaiades?"

F. Finding practical application Who is the modern man with the hoe? Show the answer in a group scenario.
about the lesson
G. Making generalization and Generalize the message of the poem.
abstraction about the lesson
H. Evaluating learning Output Making: Illustrate the man with the hoe.
I. Additional Activities for My Revised Thoughts: Use
application or remediation the given graphic organizer to jot down the initial and final perspective concerning other people's
circumstances.
V. REFLECTION
A. No. of learners E. Which of my teaching
who earned 80% in worked well? Why did this
the evaluation work?
 worked well? Why did this
work?

B. No. of learners
who requaired
additional activities F. What difficulties did I
for remediation encounter which my
principal or supevisor can
help me solve?
C. Did the remedial
works? No. of learners
who caught up with the
lesson.
G. What innovation or
localized material did I use
D. No. of learners discover which I wish to
who continue to share with other teachers?
require remediation

Prepared By: Observed By:

ALPHASHALOM L. RODIL RICKY P. DALWAMPO
(Signature over printed name) Head Teacher III

Date: 10/9/2018 Date: 10/9/2018

 Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon ng MIMAROPA
Sangay ng Silangang Mindoro
CACAWAN HIGH SCHOOL
Pinamalayan

PANG-ARAW ARAW NA TALA SA PAGTUTURO

Paaralan: CACAWAN HIGH SCHOOL Baitang/Antas: IKA-SAMPUNG BAITANG
Guro: ALPHASHALOM L. RODIL Asignatura: FILIPINO
Oras: 7:30-8:30 Markahan: 2

I. LAYUNIN
A. Pamantayang Naipapamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikan
Pangnilalaman ng mga bansang kanluranin.
B. Pamantayan sa
Pagganap Pagsulat ng sariling dagli

C. Mga Kasanayan sa Nasusuri ang napakinggang pangyayari na nagpapahayag ng pagiging payak nito.
Pagkatuto Nabibigyang kahulugan ang pinangkat na mga salita ayon sa pormalidad nito.
Nasusuri ang nilalaman, elemento at kakanyahan ng binasang akda gamit ang mga ibinigay
na tanong.
Naipapaliwanag ang kaibahan ng dagli sa iba pang akdang pampanitikan.
Naipahahayag ang iba’t ibang damdaming nakapaloob sa binasang dagli sa pamamagitan ng
character in the mirror.
Naisusulat ang sariling dagli batay sa karanasan.
Napahahalagahan ang karapatan ng mga bata.
Nasusuri ang napakinggang pangyayari na nagpapaha
PANITIKAN: Ako Po’y Pitong Taong Gulang
II. NILALAMAN (Dagli mula sa Rehiyon ng Isa sa mga Isla ng Caribbean)
III. KAGAMITANG PANTURO
A. Sanggunian Filipino 10: Gabay sa Pagtuturo pahina 58-63
Filipino 10: Modyul para sa Mag-aaral pahina 142-147
B. Iba pang Kagamitang
Panturo paggamit ng powerpoint presentation, larawan, kartolina/manila paper
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Balik-aral sa nakaraang aralin.
aralin o pagsisimula ng
Mga Tanong:
bagong aralin
1. Ano ang talumpati?
2. Paano ang pagsulat ng mabisang talumpati?
3. Anu-ano ang mga katangiang dapat isaalang-alang sa pagpili ng paksa?
B. Paghahabi ng layunin Pangkatang Gawain:Pagbubuo ng Larawan(Jigsaw Puzzle):Batang May Laban Indicator # 1. The teacher
ng aralin Bawat pangkat ay nakatalagang buuin ang larawan at tukuyin ang mensahe nito na applied knowledge of
tumatalakay sa isang suliraning panlipunan (child labor) sa loob ng 5 minuto. Ang bawat content within and across
pangkat na makakatapos ng mabilis ay mabibigyan ng kaukulang palakpak tulad ng mga curriculum teaching areas.
sumusunod: (3 Yes clap, 500 congratulations clap at extended 1000 clap)

Indicator # 2. The teacher

employed teaching
strategies that enhance
learner's achievement in
literacy and numeracy
skills.

Mga Tanong:
1. Ano ang isinasaad ng mga nabuong larawan?
2. Sa inyong palagay, bakit ito ginagawa ng mga bata?
3. Anong kalagayang panlipunan ang masasalamin sa mga larawan?
4. Naranasan niyo na ba ang mga ganitong gawain? Bakit?
C. Pag-uugnay ng mga Paglalahad ng akdang pinamagatang "Maligayang Pasko". Indicator # 7. The teacher
halimbawa sa bagong planned, managed and
Magbabahagi ang mga mag-aaral ng ideya nila mula sa binasang akda at tutuklasin kung implemented developmentally
aralin anong uri ng akdang pampanitikan ito. sequenced teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts.

D. Pagtalakay ng bagong Gamit ang concept mapping,magkakaroon ng talakayan sa pinagmulan at kahulugan ng Indicator # 1. The teacher
konsepto at paglalahad ng dagli, gabay sa pagsulat, at katangian nito. applied knowledge of
bagong kasanayan Pagtalakay sa halimbawa ng dagli mula sa rehiyon ng isla ng Caribbean, "Ako content within and across
Po'y Pitong Taong Gulang". (Bago talakayin ang dagli, ay magpapakita ng mapa kung saan curriculum teaching areas.
matatagpuan ang isla ng Caribbean at pagtalakay sa maikling kasaysayan at kultura nito.)
Pagpapalawak sa kwento
sa paglinang ng talasalitaan.
E. Paglinang sa A. Pasagutan ang mga Gabay na Tanong sa Gawain 5 sa pamamagitan ng pangkatang Indicator # 4The teacher
Kabihasnan (Tungo sa gawain. Pangkat 1: managed classroom
Formative Assessment) Caterpillar Technique (Susuriin ng mga mag-aaral ang tauhan, tagpuan at mga pangyayari sa structure by engaging
binasang dagli.) Pangkat 2: learners in group activities.
Character in the Mirror (Ipahahayag ang iba’t ibang damdaming nakapaloob sa binasang Indicator # 6. The teacher
dagli gamit ang Character in the Mirror na tila kinakausap ng tauhang si Amelia ang used differentiated,
kaniyang sarili at tila may positibo at negatibong puwersa na nagsasalita.) appropriated learning
Pangkat 3: Comparison and Contrast (Ihambing at itala ang experiences to address
pagkakaiba ng buhay ni Amelia sa iyong buhay.) learners' gender, needs,
stengths, interests and
experiences.

B. Presentasyon ng Pangkatang Gawain Indicator # 5. The teacher

Tatayahin ang presentasyon gamit ang rubriks. (nasa sunod na pahina) managed learner behavior
Binabati ko kayo sa inyong magandang presentasyon na ipinakita. Pinanatili ang constructively by applying
kalinisan sa paggawa, nagkaroon ng bahaginan ng ideya ang bawat isa at lahat ay nabigyan positive and non-violent
ng pagkakataon na lumahok sa mga gawain. discipline to ensure
learning-focused
environments.

F. Paglalapat ng aralin sa Think-Pair-Share: Indicator # 3 The teacher

pang-araw-araw na buhay Anu-ano ang mga bagay na kumintal sa iyong isipan sa kwento ni Amelia? applied and developed
Anu-ano ang mga katangian na nahubog sa iyo matapos mong malaman higher thinking order skills
ang kwento ni Amelia? of the learners.
Paano ito makakatulong sa iyong buhay?

G. Paglalahat ng aralin Mga Tanong:

Ano ang dagli?
Bakit ito naiiba sa maikling kwento?
Paano ang pagsulat ng mabisang dagli?
Bakit mahalaga ang paggamit ng mga salitang nagpapahayag ng damdamin at pangyayari sa
pagsulat ng dagli?
H. Pagtataya ng aralin Maikling Pagsusulit: Sagutan ang mga katanungan sa sagutang papel.
J. Karagdagang gawain sa Sumulat ng sariling halimbawa ng dagli base sa iyong karanasan o magsagawa ng interbyu
takdang aralin at remediation sa sinumang mag-aaral na maihahalintulad sa kwento ng buhay ni Amelia. Susuriin ang
gagawing dagli gamit ang sumusunod na pamantayan:
a.) makatotohanan, b.) kaisahan ng mga pangungusap at talata, c.)
walang gaanong banghay, d.) estilo ng pagkakasulat, at e.) paggamit ng salitang
nagpapahayag ng pangyayari at damdamin.

V. PAGNINILAY
A. Bilang ng mga E. Alin sa mga istratehiyang
mag-aaral na pagtuturo ang nakatulong ng
nakakuha ng 80% lubos? Paano ito
na pagtataya nakatulong?

B. Bilang ng mga
mag-aaral na
nangangailangan ng F.Anong suliranin ang aking
iba pang gawain naranasan na nasulosyonan
para sa remediation na nakatulong ang aking
punong-guro at superbisor?

C. Nakatulong ba
ang remedial?
Bilang ng mag-aaral
na nakaunawa sa
aralin G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
D. Bilang ng mag-
aaral na
magpapatuloy sa
remediation

Inihanda ni: Inobserbahan ni:

ALPHASHALOM L. RODIL RICKY P. DALWAMPO
Ulong Guro III

Petsa: 9/21/2018 Petsa: 9/21/2018

V. REFLECTION
A. No. of learners E. Which of my teaching
who earned 80% in worked well? Why did this
the evaluation work?

B. No. of learners
who requaired
additional activities F. What difficulties did I
for remediation encounter which my
principal or supevisor can
help me solve?
C. Did the remedial
works? No. of learners
who caught up with the
lesson.
G. What innovation or
localized material did I use
D. No. of learners discover which I wish to
who continue to share with other teachers?
require remediation

Prepared By: Observed By:

MARK ALVIN M. RODIL RICKY P. DALWAMPO
(Signature over printed name) Head Teacher III
 PAMANTAYAN SA PANGKATANG GAWAIN
MGA PUNTOS
MGA BATAYAN 10 5 3
Naibigay ng buong husay ang sagot May kaunting kakulangan ang Maraming kakulangan sa nilalaman
1. Nilalaman sa itinakdang gawain sa pangkat. nilalaman na ipinakita sa pangkatang na ipinakita sa pangkatang gawain.
gawain.

Naiulat at naipaliwanag ang Di gaanong naipaliwanag ang

Buong husay at malikhaing naiulat at pangkatang gawain sa klase. pangkatang gawain sa klase.
2. Presentasyon naipaliwanag ang pangkatang gawain
sa klase.
Naipamalas ng buong miyembro ang
pagkakaisa sa paggawa ng Naipamalas ng halos lahat ng Naipamalas ang pagkakaisa ng iilang
3. Kooperasyon miyembro ang pagkakaisa sa miyembro sa paggawa ng
pangkatang gawain.
paggawa ng pangkatang gawain. pangkatang gawain.
Natapos ang pangkatang gawain ng Natapos ang pangkatang gawain Di natapos ang pangkatang gawain
4. Takdang Oras buong husay sa loob ng itinakdang ngunit lumagpas sa takdang oras. sa itinakdang oras.
oras.
PAMAGAT:
TAUHAN:
TAGPUAN:
PANGYAYARI: