The Ant and the Grasshopper

The Ant and the Grasshopper Story

One summer’s day, in a field, a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great effort an
ear of corn he was taking to his nest.

"Why don’t you come and chat with me," asked the Grasshopper, "instead of toiling your life away?"

"I am helping to store up food for the winter," said the Ant, "and I recommend you to do the same."

"Why bother about winter?" said the Grasshopper. "We have got plenty of food at present."

The Ant and the Grasshopper Story

But the Ant went on its way and continued its toil.

When winter came, the Grasshopper found itself dying of hunger, while it saw the ants distributing, every day, corn and grain from the stores they had collected
in summer.

Then the Grasshopper knew...

MORAL: WORK TODAY AND YOU CAN REAP THE BENEFITS TOMORROW!

More about the ant and the grasshopper story

Are you an ant or a grasshopper? In other words, do you tend to finish all your work, and then relax, or do you relax first and procrastinate about work?

Most of us, in fact, are somewhere in between. However, different types of personalities behave differently, when presented with a situation where there is an
option of working and saving for future, and leading a carefree life. Most artists and creative people are usually categorized as the latter type.

Research shows that people who are basically explorers and entertainers, do not care much about finishing their work before enjoying themselves. They like to
live one day at a time, and impulsively follow where their heart leads. They believe in living in the moment.

People who are diplomats, analysts, logicians and mediators, tend to strike a balance between work and play, with a slight inclination towards work than play.

People who are sentinels are definitely the ‘ant’ type, working very hard now, so that they can enjoy the fruits of their work later. They are very strict about
themselves and their work, and do not have a carefree attitude to anything in life. They are likely to be successful in the long run, but may seem to have a ‘dull’
life.

It is a sad fact that some people take the ‘work before play’ concept too far and get stressed out eventually. It must be for those that the saying ‘All work and no
play makes Jack a dull boy’ was invented! Many studies show that workaholics suffer from mental and physical illnesses.

The key is therefore, to strike a balance between work and play. Work well, and save for a rainy day. However, remember to take breaks and rest in between.
“It's all about quality of life and finding a happy balance between work and friends and family,” said Philip Green.
 « Back to Menu Next Story: The Fox and the Grapes »
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School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and Time: Week 7 Quarter: THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The Learners understanding of: Philippine literature in the period of Emerge as a tool to assert one’s identity strategies in listening to viewing of informative
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.

B. Performance Standards: The learner transfer 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 through various formats; and enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past and past perfect and connectors correctly and appropriately.

C. Learning EN7VC-III EN7SS- EN7RC-III-9-2.13: EN7-III-g-3.4.1:

Competencies/Objectives: Discover literature as a Give the meaning of given signs Distinguish fact from Express ideas and
Write the LC Code for each means connecting to a and symbols (road, sign, opinion, fantasy from opinions based on text
significant past. prohibited sign, etc. reality in the text. listened to

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT New Yorkers in Tondo Following Street Signs and May Day Eve
other signs (excerpt)
Nick Joaquin

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Language in Literature Language in Literature Language in Literature
Language in Literature Philippine Literature Philippine Literature Philippine Literature
Philippine Literature

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES 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 Previous (5 min.) (5 min. ) (10 min. )
Lesson or Presenting the New (5 min.) Presenting the new Reviewing Previous Reviewing the Previous Reviewing the Previous
Lesson Lesson to the students. lesson. Lesson. Lesson.

B. Establishing a Purpose for (5 min) ( 5 min)

the Lesson ● What would have
happen if you had not
obeyed these signs.
● What place in
school usually have these
signs?
● Why are they
needed?
● Unveil What you
know
● What beliefs do
you know about how to
see one’s future partner in
Life?
Unlock the Meaning of
words.
A hard, bitter, vengeful
face.
 ● Underscore a
motive for reading.

C. Presenting (10 min)

Examples/Instances of the Lesson ● When you are
walking along a street,
what signs tell you which
street you are on.
● In school, you
signs like: SILENCE, NO
LOITERING! ETC.

D. Discussing New Concepts (15 min.) (15 min.) (20 min.)

and Practicing New Skills #1
(10 min) Read the Selection entitled Read the Selection on
Discuss the new lesson: Discuss the new lesson “May Day Eve” (excerpt) yesterday’s lesson.
● Unveil what you to the students about Nick Joaquin And let the student
know. following sign. express their opinion.
● Unlock the Why do we need to Write their opinion in a
meaning of words. follow signs.. notebook and share it
● Underscore a * with their classmates.
motive for Reading
● Understand literary
background.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES 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 Concepts (15 min) (15 min)
and Practicing New Skills #2
Students will read the ● Explicit Instruction
Selection presented.
F. Developing Mastery (20 min)
(Leads to Formative Assessment 3) . Long quiz base on the
lesson discussed in a
week.

G. Finding Practical (10 min.)

Applications of Concepts and Skills After reading let the student
in Daily Living share their experience base
on the selection read “ New
Yorker in Tondo.”

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
V. PROCEDURES 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.
H. Making Generalizations
and Abstractions about the Lesson (5 min.)
I. Evaluating Learning (20 min.)
Sharing Insights:
● What is the role of
the mango tree growing in the
backyard of the Mendoza
house?
● At first, how does
Kikay react to Tony’s
reminder that they are
secretly engaged to be
married.
● What happens of
engagement of Nena and
tony? That of Kikay and tony?
Why?
J. Additional Activities for
Application or Remediation
(10 min.)
Exercise: (pp395)
Find out why the
following signs mean;
then tell what would
happen if people do not
follow them.
(10 min.)
● Independent .
Practice.
● Let the students
have a group discussion
base on the selection
discussed.
● Let them find out
the whether the selection
read is fact or opinion,
fantasy from reality.

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students
VII. REFLECTION learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons

work? No. of learners who have
caught up with the lesson

D. No. of learners who

continue to require remediation

E. Which of my teaching Processing student’s question and queries help them to thoroughly understand what is being meant.
strategies work well? Why did these
work?

F. What difficulties did I Students are participative and willing to learn but some classes have lower level of proficiency thus some classes with the same subject lessons
encounter which my principal or are way too behind
supervisor can help me solve?

G. What innovations or I find a localized video showing activity a very interesting and effective materials.
localized materials did I
used/discover which I wish to share
with other teachers?

Prepared by: Checked by:

PURA G. VILLAR
Teacher I School Head