2nd Quarter

Daily Learning Plan in English 7: Figurative Language: Simile, Metaphor, And

Personification.
For Friday, February 14, 2019
Designed by Bibar, Mitchel R

Explore Figurative Language Class discussion Writing

Realization
Learning EN7V-IIc-10.1.2: Identify figures of speech that show comparison (simile,
Competency metaphor, personification)
Intended
Through discussion, the student will able to identify the comparison of
Learning
simile, metaphor, and personification.
Outcomes
Illustrative : Analogous
IFLL God used figures of speech to call attention to a point in the scriptures.

Reference/s Book: Voyagers( English for Junior High School)

Materials TV, laptop, papers.
Preliminary Prayer, Greetings, Introduction, etc.
I. Teacher Activity Student Activity
Motivation 1. Instructs to settle in their seats 1. Get ready with pen and
2. Introduces figurative language through paper. Then write down the
reading a short story simile, the metaphor, and
3. Prepares the TV and laptop for the power Personification.
point
4. Project the short story

II. 1. Monitors attention to the class discussion 1. Attentively listening

Developmenta 2. Eyes fixed on the board
l Activity
III. Focus 1. What is a simile? 1. Varied insights given
Question 2. What is a metaphor? 2. Asks questions
3. What is a personification?
4. What does adding figurative language do
for your writing?

IV. Figurative language, or figures of speech,are rhetorical devices used by

Generalizat writers and speakers to give words meaning beyond their usual, literal
ion definition.
V. Assignment Read the first lesson in the chapter 2
Agreement
Enrichment

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2nd Quarter
Daily Learning Plan in Science 3: Living Things and
Nonliving Things
For Tuesday, September 13, 2017
Designed by Olivia B. Vasquez

Firm–Up Dead or Alive? (Identifying (2nd)PinoyHenyo

Lesson 1 the living and nonliving -Living or
things inside and outside Nonliving?
the classroom)
Learning S3LT-IIe-f-11:Compare living with nonliving
Competency things;
1. Doing the activity by pair, the students
will be able to identify the
characteristics of living things and
enumerate the living and nonliving things
that they can see inside the classroom and
Intended in the school surrounding.
Learning 2. By the end of the discussion, the
Outcomes students shall have compared the
characteristics of living with nonliving
things, identified the basic needs of
living things (humans, plants, animals),
and explain the importance of preserving
the environment.
Conceptual: Textual: “In the beginning God
created the heavens and the earth” Genesis
1:1. God made everything perfectly and He
provided all the man’s needs in life.
Illustrative: Exemplary: God is the master
IFLL
of all designers, that’s why He knows what
the best is for us and for our body. We are
just but stewards of our body, of the things
around us and of our environment. Thus, we
should use them for the Glory of our Maker.
Reference/s N.A. (2016). Science for active minds 3
(2016): DIWA: Makati City
Jesuitas, G. L. & Roa, M. L. (2014) Science
works!3: DIWA: Makati City, Philippines
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 Science Curriculum Guide, May 2016
Materials Laptop, TV, Chalk, paper & pencil, pictures
of nonliving & living things, cartolina,
printed Data Chart
Preliminary Greetings, Devotional, Introduction,
Classroom Rules, riddles, etc.
Teacher Activity Learner’s
Activity
1. Teacher gives the 1. Pupils find
instruction of the a pair and
activity. give each pair
I. Motivation
2. The teacher projects the a picture
Riddles & each answer as 2. Pupils make
well as the picture. guesses to
answer the
riddle.
1. Short review of the 1. Pupils make
previous lesson (The parts list of 3
of plants). things that
2. Distribute papers & are ALIVE and
Data Chart to each pair. 3 things that
3. Ask pupils to list 3 are DEAD
living things and 3 non- found inside
II. living things seen inside or outside
Developmental and outside the classroom. the classroom
Activity 4. Help children sort the in 7 minutes.
living and non-living 2. Share their
things together. work to the
class by
pasting them
on the board
and have
their
classmates
give the

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 1. The teacher will ask, 1. The pupils
When can we say that the answer the
thing is alive? Or dead? question.
2. The teacher will Alive things
emphasize the breathe,
characteristics of living move, grow,
things. etc.
 Living things are made
up of cells.
 Living things need
III. Focus food
Question  Breathe
 Move
 Grow
 Reproduce
 Response 2. No
3. Do nonliving things 3. Alive things
have all these breathe, move,
characteristics? grow, etc.
4. What do humans,
animals, and plants have
in common?
Earth is made up of living Living things
and nonliving things. are made up of
Living things or biotic cells. Living
factors in the environment things grow &
have their own develop, some
IV. characteristics. Plants, are able to
Generalization animals, and even respond to
microorganisms are living external
things. On the other hand, factors, and
nonliving things do not some have the
have the characteristics of ability to
living things. God made move.
them all.

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 Assignment (In preparation for the next
lesson if mastery was
achieved).Compare and contrast
living and nonliving things using
V. Agreement the Venn diagram. Then, write in
your notebook the basic needs of
living things.
Enrichment Answer the Seatwork B that the
teacher will provide.

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VI. Evaluation (These questions are copied from the
Assessment Matrix
1. Which set has examples of
nonliving things only?
Knowledge A. Bee, soil, tree C. Sunlight,
C
water, soil
B. Rock, snail, grass D. Worm,
soil, water
2. How do the plants make their own
food?
I. The leaves absorb sunlight that
A
plants use for the process called
photosynthesis.
II. The leaves serve as a site for
Process/
the exchange of gases between a
Skills
plant and its environment.
D
III. The stem absorbs water and
nutrients from the soil.
A. III only B. II and
III only
C. II only D. I and II
only
3. Plants are living things and so,
they are growing. Which of the
following does NOT help plants
grow?
A. Add fertilizer to plants to get
M
Understanding/ their needed nutrients.
Meaning Making B. Burn materials such as leaves
B
beside a tree.
C. Make sure that the plants
receive enough water every day.
D. Pulverize the soil around the
plants ever now and then.

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2nd Quarter
Daily Learning Plan in Science 3: Living Things and
Nonliving Things
For Tuesday, September 13, 2017
Designed by Olivia B. Vasquez

Deepen Living Things and Game: Game:

Their Environment whisper it
right
S5LT-IIa-1:Describe the parts of the reproductive
system and their functions.
Learning S5LT-IIb-2:Describe the changes that occur during
Competenc puberty.
y S5LT-IIc-3:Explain the menstrual cycle.
S5LT-IId-4:Give ways of taking care of the
reproductive organs.
Intended
Learning
Outcomes
IFLL
Reference/
s
Materials
Preliminar Devotional, Greetings, Introduction, Classroom
y Rules, etc.
I. Teacher Activity Student Activity
Motivation

II.
Developmen
tal
Activity

7
III.
Checking
for
understan
ding
IV.
Generaliz
ation
V. Assign
Agreement ment
Enrich
ment

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2nd Quarter
Daily Learning Plan in Science 3: Living Things and
Nonliving Things
For Tuesday, September 13, 2017
Designed by Olivia B. Vasquez

Deepen Living Things and Game: Game:

Their Environment whisper it
right
Learning S5LT-IIa-1:Describe the parts of the reproductive
system and their functions.
Competenc
S5LT-IIb-2:Describe the changes that occur during
y puberty.
Intended S5LT-IIc-3:Explain the menstrual cycle.
Learning
Outcomes
IFLL
Reference/
s
Materials
Preliminar Devotional, Greetings, Introduction, Classroom
y Rules, etc.
I. Teacher Activity Student Activity
Motivation

II.
Developmen
tal
Activity

9
III.
Checking
for
understan
ding
IV.
Generaliz
ation
V. Assign
Agreement ment
Enrich
ment

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