Grade

GRADE School: ROSARI0 NATIONAL HIGH SCHOOL Level: 7

7
Learning
DAILY Teacher: ROLADEL N. TUPAS Area: ENGLISH

LESSON

LOG

MATATAG
Teaching Dates 2nd
and Time: October 21- 25,2024 Quarter: QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine litera
Standards: clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that refl
national identity..
B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric, narrative,
Standards: dramatic); evaluate poetry for clarity of meaning, purpose, 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.
C. Learning:Compet Learning Competency
encies/ Analyze a literary text as an expression of individual or communal values within biographical and
Objectives: historical contexts.
a. define the biographical and historical approaches to reading a literary text.
b. note and discuss historical and biographical data about a given topic, person, author, or experience.
c. relate the author’s history and biography with the literary elements (i.e., setting, characters, and POV)
of his/ her text.
D. Integration: Filipino consciousness and identity

II. CONTENT Scent of Apples by Bienvenido N. Santos Historical-biographical context in reading

III. LEARNING
RESOURCES: ●Briscoe, L. A. (2000). Bienvenido N. Santos. In B. H. Gelfant and L. Graver (Eds.), The Columbia
companion to the twentieth-century American short story (pp. 501-504). Columbia University Press, New
York.
●Gioia, D., & Gwynn, R. S. (2000). Longman anthology of short fiction: Stories and authors in context
(Compact edition). Longman.
 ●Isaac, A. P. (2015). Footnote to Memory: Introduction to the 2015 edition. In B. N. Santos, Scent of
Apples: A collection of stories (pp. xv- xxxi). University of Washington Press.

OBJECTIVES: Ø express ideas and process their responses.;

Ø define literature based on the words/phrases associated;
Ø demonstrate factual understanding and appreciation of the details of the assigned reading.
INTEGRATION: Filipino Family values
Source/Pursuit of happiness

1. Textbook
Pages

2. Additional -
Materials from
Learning
Resource (LR)
portal
A. Other Learning READING AND LISTENING
Resources LM/ Activity Sheets
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn
IV. PROCEDURES 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 processes, and draw conclusions about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Day 1
Previous Lesson The teacher presents picture/s of a person who is leaving their house.Then, the teacher asks the
or Presenting students with the following questions:
the New Lesson a.Have you ever experienced leaving home to live in another place temporarily or permanently, such as
having a vacation, staying in your relative’s house for an occasion, moving to another place for family
reasons, etc.?
b.How did you feel while you were in another place? Did you enjoy it? Did you feel like you wanted to go
home because you felt homesick? Or did you feel like you never wanted to go home anymore?
B. Establishing a 1.Lesson Purpose:
Purpose for the Think, Pair, and Engage!
Lesson In this part, the teacher guides the students in answering the following questions using the idea
organizer. Afterward, the students look for a partner and engage in a dyadic discussion about the
answers to the questions.
a.Have you read a story, watched a video or film, or listened to a radio/podcast program about the life of
Filipinos abroad, particularly in the United States of America?
b.Can you share the story, video/film, or radio/podcast program you have encountered?
 c.Can the author reflect on their life experiences as they write their own story, produce the video/film, or
share the story over the radio/podcast show?
C. Presenting 2. Unlocking Content Area Vocabulary
Examples/Instan The teacher may do this activity in the form of a game.
ces of the Unlock and Explore!
Lesson The teacher flashes the following jumbled words on the screen or writes on the board. The students have
to put the letters to form each correct word through the definition as a clue.
D.Discussing New SUB-TOPIC 1
Concepts and 1. Explicitation Read and Annotate!
Practicing New In this activity, the students read the short biography of Bienvenido N. Santos. After reading, they
Skills #1 accomplish the worksheet Read and Annotate!

MONDAY TUESDAY WEDNESDAY THURSDAY FRID

AY
IV. PROCEDU These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
RES 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 processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
E.Discussing New Note and Summarize!
Concepts and The teacher should give the students enough time to read and annotate so that they can scan the
Practicing New information in preparation for the next activity, which is summarizing the biographical details using the
Skills #2 worksheet Note and Summarize! This worksheet allows the students to group the ideas together so that it is
easy for them to relate the life events of Bienvenido N. Santos to the short story Scent of Apples.
F.Developing 3.Lesson Activity Synthesize and Socialize!
Mastery Upon finishing the worksheet, as an offshoot of the activity, the teacher groups the
(Leads to class into eight. Each group brainstorms and prepares a short discussion on one of the eight topics in the
Formative summarized biographical details. The teacher may use the following tabled data in assigning the groups
Assessment 3) topics to work on. Then, each group is given time to present their summarized information. Other groups
may be called to add or react to the presenters’ discussion.

G.Finding The students read the short story Scent of Apples by Bienvenido N. Santos. The story may be read during
Practical the class period or may be given as a reading assignment. After reading the text, the students supply the
Applications of worksheet Read and Digest! with the line/s that struck them the most or their favorite line/s. The teacher can
Concepts and call some students to explain their choices. They may also do a dramatic monolog or interpretive reading of
Skills in Daily the line/s.
Living Thereafter, the students identify the setting (time and place), the characters, and the point of view of the
short story by accomplishing the worksheet Write Down and Describe! as they relate the elements to
historical-biographical data. For the column that requires the students to provide historical and biographical
details, the teacher should give the students enough time to research.
This worksheet acquaints the students with the important literary elements necessary in the historical-
 biographical reading of the text. The literary elements should be analyzed along with the research-based
information from the biography of B. N. Santos or other reputable resources.

PREPARED BY: NOTED BY:

ROLADEL N. TUPAS LOURDES C. VILLADORES

Teacher 1 Secondary School Principal