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Grade 9 - Quarter 3

"Exploring the Elements of a One-Act Play"

Learning Objectives:

By the end of the lesson, students will be able to:

1. examine the elements of an Anglo-American one-act play by identifying its tone, mood, techniques, and purpose through a guided discussion and watch-along;

2. demonstrate vocabulary growth and fluency by performing a script reading and role-playing with accurate pronunciation, intonation, and expressive body language; and

3. interpret spoken and written expressions in a one-act play by formulating insights, assessing intent, and evaluating its relevance to real-life situations.

Group members:

Tabora, Danielle

Tangco, Jonella

Tupaz, Agatha

Varron, Arvy

Villamia, Rachelle

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GRADE 8 - Q2

Program Standard: The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.

At the end of the lesson, the learners should be able:

to analyze East Asian literary works (key features and themes)

to demonstrate various personal interpretations of East Asian texts.

to deliver an effective oral interpretation of an East-Asian literary text using appropriate prosodic features.

MACALINGA, Gian

MAGSOMBOL, Ashley

MATUTINA, Venelle Ericka

MAGARRO, Matthea

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Grade 9- Quarter 1

Distinguish between and among informative, journalistic, and literary writing.

By the end of the lesson, the learners should be able to:

1. identify the characteristics of informative, journalistic, and literary writing after reviewing sample texts;

2. compare and contrast the purposes and structures of informative, journalistic, and literary writing through a Venn diagram;

3. create an example of informative, journalistic, and literary writing through a group activity.

Noblado, Jovielyn

Notario, Jerri Anne

Nuñez, Kristel Jude

Obando, Maria Samarah

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GROUP 3

Grade 7/Quarter 3

EN7LT-III-h-5: Discover literature as a tool to assert one’s unique identity and to better understand other people.

By the end of the lesson, students should be able to:

Analyze how literature shapes individuals, assert their unique identity and understand others.

Display literary works that explore self-awareness in understanding identity from diverse perspectives.

Compose a reflection that showcases how literature has influenced your own perception of identity.

Celiz, Alyza Mae

Cleofe, Irene

De Guzman, Christian Albert

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Grade 7 / Quarter 2

EN7V-II-a-10.1: Discriminate between literal and figurative language.

At the end of the lesson, the learners should be able to:

1. define and distinguish between literal and figurative language, identifying the purpose of each in various contexts;

2. demonstrate awareness and interpret figurative language in speech and writing; and

3. compose their own sentences using both literal and figurative language to demonstrate their understanding.

Armia, Josef Mako

Balitos, Khristel Anne

Buyan, Jerlyn

Cavinta, Kimverly Angel

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‎Grade 8 Quarter 1

‎

‎Philippine literature during the Spanish Colonial Period

‎

‎After the discussion, the students will be able to:

‎

• ‎identify at least three pieces of information that are directly stated in the text.

‎

‎• state the main idea of the explanation in their own words

‎

‎• create a simple word outline containing at least two main ideas

‎

‎Edlagan, Mitzi

‎Edra, Kaye

‎Elardo, Joshua

‎Larido, Xander

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Grade 7 / Quarter 1

EN7G-I-a-11: Observe correct subject-verb agreement

By the end of the lesson, students should be able to:

1. identify and correct Subject-verb agreement errors in sentences with 90% accuracy;

2. construct original sentences that demonstrate correct subject-verb agreement;

3. understand deeply the subject-verb agreement, and can easily comprehend the text;

4. demonstrate mastery of grammar making using Subject-Verb Agreement accurately.

Group 1

Antenor, Princess Romarie C.

Almonguera, Angelica

Alota, Kent

Advincula, Emerson

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GRADE 8 / QUARTER 3

EN8RC-IIIb-12.1: Recognize propaganda techniques used in a given text

By the end of this lesson, students should be able to…

1. identify and differentiate the different types of propaganda techniques,

2. reflect on how propaganda techniques influence human behavior in everyday life (i.e., through advertising, political campaigns, etc.)m

3. examine the propaganda techniques utilized in various media, and

4. create a short advertisement/campaign video featuring one type of propaganda technique.

GROUP 6

Mendoza, Ryza

Mejorada, Ma Lana Lynne

Meniao, Juliankieth

Nicolas, Clarisse Margareth

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1. Divide the students into groups.

2. Each group will be given 10 minutes to create 2-3 learning objectives based on the syllabus or course guide provided by the facilitators.

3. Once the time is up, the representative will post their work on the Padlet link provided. Then, the groups will share their objectives to the class.

4. The other groups will use the rate feature in Padlet to indicate if they agree to the presented objectives.

5. The group with the most collected stars will win and receive a prize.