MATATAG School Plaridel National High School Grade Level 7
K to 10 Curriculum Name of Teacher John Paul E. Cantillas Learning Area English
Weekly Lesson Log Teaching Dates and Time November 4-8, 2024 (Week 6) Quarter Second Quarter
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine
A. Content
literature (prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original
Standards literary texts that reflect local and national identity.
The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for
B. Performance clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text
Standards (short story) that represents their meaning, purpose, and target audience and reflects their local and national
identity.
Revise the literary Revise the literary Revise the literary Revise the literary
texts for coherence texts for coherence texts for coherence texts for coherence Catch-Up Friday
C. Learning and cohesion. and cohesion. and cohesion. and cohesion. Script
Competencies • Use • Use • Use • Use
transitional markers transitional markers transitional markers transitional markers
Revise the literary Revise the literary Revise the literary Revise the literary
texts for coherence texts for coherence texts for coherence texts for coherence
D. Learning
and cohesion. and cohesion. and cohesion. and cohesion.
Objectives Use transitional Use transitional Use transitional Use transitional
markers markers markers markers
Transitional Transitional Transitional Transitional
Devices as Tool Devices as Tool Devices as Tool Devices as Tool for
II. CONTENT
for Coherence and for Coherence and for Coherence and Coherence and
Cohesion Cohesion Cohesion Cohesion
III. LEARNING RESOURCES
MATATAG 7 English MATATAG 7 English MATATAG 7 English MATATAG 7 English
A. References
Lesson Exemplar Lesson Exemplar Lesson Exemplar Lesson Exemplar
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
1
Before/Pre-Lesson Proper
The teacher will The teacher will The teacher will
Springboard (5 review the previous review the previous review the previous
minutes) topic. topic. topic.
Gauge the students’
knowledge on the
writing process by
beginning the
discussion with the
following questions:
In writing a
story, what
Activating Prior is the first
Knowledge thing that
you usually
do?
What should
you do to
make your
story
interesting
and
understandab
le, or clearly
written?
Lesson Establish the lesson
Purpose/Intention purpose by
presenting the
objectives of the
study. The teacher
may say:
2
Since you are now
knowledgeable
about the types of
literary text for
composition and on
how to select a
literary text type
based the meaning
and purpose, you
are now ready to
compose literary
text. For this week
we will focus on the
• steps in the
writing process
• constructing
a timeline of events
for a short story
Unlocking Content Unlocking Content Unlocking Content Unlocking Content
Vocabulary Activity: Vocabulary Activity: Vocabulary Activity: Vocabulary Activity:
Lesson Language
Think and Pick! Think and Pick! Think and Pick! Think and Pick! Word
Practice Word Puzzle Word Puzzle Word Puzzle Puzzle
During/Lesson Proper
Reading the Key
Idea/Stem
Developing STEPS IN THE ACTIVITY 1: Map it LESSON ACTIVITY:
Understanding of the WRITING Out (Prewriting) DRAFT IT UP! (25
Key Idea/Stem PROCESS: (35 minutes) minutes)
PREWRITING and After the discussion Based on the story
DRAFTING on the Steps of the timeline, guide the
Writing Process, students in writing
Present the present the Story the draft of the
following concepts Map worksheet. story. The first few
and explain that Explain how this will parts may be
these are the steps be used as part of directly shown to
that they have to the first step: them and the rest
3
follow in writing a Prewriting. may be done
story. together with them.
. ACTIVITY 2: ACTIVIY 3: CRAFT
Provide the STORY WRITING YOUR OWN DRAFT
following questions CHECKLIST (25 (Drafting) (40
written on paper minutes) minutes)
strips. Ask the Once all the answers Ask the students to
students to analyze are shown, present start working on their
each question and the Story Writing own draft based on
place it under the Checklist. Using this, the discussions on
column where they they go over each story map and
think it belongs: item in the Self timeline.
Deepening Evaluation and Peer Once they are done,
Understanding of the Evaluation for ask the students to
Key Idea/Stem Prewriting. go over the checklist
on Drafting for Self-
Evaluation
(LEARNING ACTIVITY
SHEET 2). After this,
they exchange story
maps and drafts
again and the group
does the Peer
Evaluation.
After/Post-Lesson Proper
Learning capture
Activity
Making Ask the students to
Generalizations and reflect on their
Abstractions learning by
answering this
activity.
Evaluating Learning
Summative
4
Assessment
Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Reviewed by: Approved by:
JOHN PAUL E. CANTILLAS SHIRLEY C. COMPE MELCHOR JR. D. MANTILLA
Subject Teacher Master Teacher School Head
