School: Manambrag National High School

Grade Level: 7
Teacher: RONA REGINE T.
Subject: English 7 Grading period/
VARGAS
Semester: 3nd
Grade 7 Daily Teaching Dates and Time: December 3, 2018; 8:20-9:20 am Quarter
Lesson Log

I. OBJECTIVES
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert one’s
identity; strategies in listening to and viewing of informative
A. Content Standard and short narrative texts; word relationships and
associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short
narrative texts using schema and appropriate listening and
viewing strategies; expressing ideas, opinions, and feelings
B. Performance Standard
through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.
Make a stand on the material viewed.
(EN7LC-III-h-7.1)
Explain how a selection may be influenced by culture,
history, environment and other factors.
(EN7LT-III-h-3)
C. Learning Competency
Distinguish fact from opinion, fantasy from reality in the
text.
(EN7RC-III-h-2.13)
Compose a personal letter to a friend, relative, and other
people.
(EN7WC-III-h-2.2.15)
II. Content The Bread of Salt by NVM Gonzales
III. Learning Materials
A. Learning Resources
1. Teacher’s guide page/CG CG - 158
2. Learning materials page 243 to 251
3. Textbook page
4. Additional information from https://www.slideshare.net/chie888chie/group2breadof-salt
Learning Resources(LR) portal http://mambao43.blogspot.com/2013/09/biography.html
B. Other learning PowerPoint presentation, projector, chalk, books, Manila
resources paper,
IV. PROCEDURE
The students will watch a video entitled, “How young is too
young to be in love?”
(https://www.youtube.com/watch?v=0aMq6RzLi4A)
A. Reviewing a previous
lesson and presenting Do you agree with the speaker in the video?
the new lesson What is your stand about the video?
Do you know that there is a scientific explanation in falling
in love? Let us watch a video entitled “The Science of Love”.
 (The teacher will play another video:
https://www.youtube.com/watch?v=-uazFBCDvVw)
Based from the videos presented, what do you think would
B. Establishing a purpose
be our lesson for today and what are expected of you
of a lesson
after this lesson?
Students will give the meaning of the unfamiliar words as
used in sentences.

C. Presenting (Literary Approach: Historical-Biographical Approach)

examples/instances of The teacher will introduce the author and the period he
a new lesson wrote the text.

Afterwards, they will be given fifteen (15) minutes to read

the selection “The Bread of Salt” by NVM Gonzales.
(Approach: Gradual Psychological Unfolding/GPU)
The students will answer the following questions(Ask follow-
up questions if needed):
1. How old is the character-narrator in the story?
2. What bread is the character-narrator talking about?
3. How did he describe the bread?
3. With whom is the character-narrator living?
4. Who is Aida in the character-narrator’s life?
5. How did the character-narrator plan to express his love
to Aida? Did he succeed in doing so? Why or why not?
6. Why did the character-narrator find it hard to confess
his feelings to Aida? Does someone’s status in the society
D. Discussing new concept
matter in showing his/her feelings?
and presenting skills
7. What happened in the party hosted by Aida’s uncle?
#1
8. If you were the character-narrator, how would you react
after being caught by Aida?
9. Do you think the character-narrator’s feelings for Aida
will change after the embarrassing incident? Explain your
answer.
10. What do you think the character-narrator would do on
his next meeting with Aida?
11. Do you think the character-narrator is not yet matured
like the pan de sal in the ending of the story? Why do you
say so?
12. Is there a right time to be in love?

(Approach: Pen and Paper)

E. Discussing new concept The teacher will give ten sentences coming from the
and presenting skills selection read and the students will identify if it is true (T) to
#2 the story or if it is false (F). The students will answer on a
one-half sheet of paper crosswise.
Is it easy or difficult for you to express your love to another
F. Developing mastery
person? Why do you say so?
(Leads to summative
If you will be given a chance to express your feelings to
assessment)
someone, what would you say?
What is the theme of the text, “The Bread of Salt”?
G. Finding practical Do you think being in love comes with maturity? Explain
applications of concepts your answer.
and skills in daily life If you were the character-narrator in the story, what would
you do after the embarrassing incident?
Is there a right age to fall in love? Why do you say so?
 H. Making generalizations Who is the author of the story, “The Bread of Salt?”
and abstraction about What is the message of the story you have read?
the lesson What is the science of love? Explain briefly.
On a ½ sheet of paper (crosswise), the students will write a
letter of love for their special someone or if none, for their
parents or siblings.

I. Evaluation Rubric for rating:

Content: 8
Coherence: 7
Structure: 5___
Total: 20 points
J. Additional activity for
application and The students will explain the theme of the story.
remediation.
The teacher was not able to finish the lesson due to time
V. Remarks
constraint.
VI. Reflection
A. No. of learners who earned 80% on
Five
the summative assessment
B. No. of learners who require
Thirty-one
additional activities for remediation
C. Did the remedial lessons work? No. Twenty. (There are students who were not able to pass
of learners who have caught up with the their outputs because few of them they were absent and
lesson. some were not interested)
D. No. of learners who continue to
Eleven
require remediation
E. Which of my teaching strategies The GPU proved to be effective in probing students’ higher
worked well? Why did this work? order thinking skills.
F. What difficulties did I encounter Students who lack interest in their studies. Another problem
which my principal or supervisor can is that most students don’t have the basic knowledge and
help me solve? skills in English
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Prepared by:

RONA REGINE T. VARGAS

Teacher I

APPROVED:

MARILOU D. SANTELICES
Principal I