DLL Blank Final

GAMMAD NATIONAL
GRADES 1 to 12 School: HIGH SCHOOL Grade Level:

DAILY LESSON LOG
Teacher: Learning Area:
Teaching
Dates and
Time: Quarter: 3
MONDAY
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Power Point Presentation
Learning Resource (LR)
portal
B. Other Learning Resources Online Resources
IV. PROCEDURES
A. ACTIVATING PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V. REMARKS
GAMMAD NATIONAL Grade
School: HIGH SCHOOL Level: TVL 11 - XYRUS
ARMIDA G. Learning English for Academic and
GRADES 1 to 12 Teacher: GREGORIO Area: Professional Purposes
DAILY LESSON LOG Teaching
Dates and November 23, 2017 –
Time: (3:00-5:00) Quarter: 3
MONDAY
I. OBJECTIVES 1. Interpret the nutritional information on the labels of food items

2. Apply the careful reading of the items
3. Identify the function of the paragraph
A. Content Standards: The learner acquires knowledge of appropriate reading strategies for a better understanding of
academic texts
B. Performance The learner produces a detailed abstract of information gathered from the various
Standards: academic texts read
C. Learning CS_EN11/12A-EAPP-IA-c-3
Competencies/Objectiv
es:
Write the LC Code for
each
Reading Academic Text “Understanding Calories”
II. CONTENT
III. LEARNING
RESOURCES
A. References
2. Learner’s Materials English for Academic and Professional Purposes pp.
Pages
3. Textbook Pages
4. Additional Materials Power Point Presentation
from Learning
Resource (LR) portal
B. Other Learning Online Resources
Resources
IV. PROCEDU
RES
A. ACTIVATING Motivating Introduction
PRIOR Bring to class some pictures of some food items with their nutritional information from the
KNOWLEDGE dried goods section of the grocery (e.g., a small can of sardines, a can of fruit cocktail).
B. ACQUIRING NEW Teach the students how to interpret the nutritional information on the labels of these food
KNOWLEDGE items. Show them samples.
Call the attention of the students to the part which says “calories.” Occasionally, instead of
“calories” the word “energy” appears. Explain this distinction to the class. Explain to them the other
entries listed on the label.
Guide the students through a careful reading of the selection.
C. APPLICATION Let them identify the function of each paragraph (e.g., Paragraph 1 introduces the topic by
giving a definition of calorie). Ask the students why it is important to
understand calories.
D. ASSESSTMENT/ Ask the students to interview a school athlete or a team coach about calories intake. What is a healthy
EVALUATION intake of calories?
Assignment:
Ask the students to interview a school athlete or a team coach about calories intake. What is a healthy
intake of calories?
V. REMARKS
GAMMAD
NATIONAL HIGH Grade
School: SCHOOL Level:
Learning
GRADES 1 to 12 Teacher: Area:
Dates and
Time: Quarter: 3
TUESDAY
I. OBJECTIVES
B. Performance
Standards:
C. Learning
II. CONTENT
III. LEARNING
RESOURCES
A. References
Teacher’s Guide Pages
1.
Learner’s
2. Materials
Pages
3. Textbook Pages
portal
5. Other Learning Online Resources
Resources
IV. PROCEDURES
A. ACTIVATING PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V. REMARKS
GAMMAD
GRADES 1 to 12 NATIONAL HIGH Grade
DAILY LESSON School: SCHOOL Level: GAS 11 - XAVIERVILLE
LOG ARMIDA G. Learnin English for Academic and
Teacher: GREGORIO g Area: Professional Purposes
Teaching
Dates and November 23, 2017 –
Time: (7:30-9:30AM) Quarter: 3
THURSDAY
I. OBJECTIVES 1. Critic how new products are introduced to market
2. Make a paragraph with the use of chronology
A. Content The learner acquires knowledge of appropriate reading strategies for a better
Standards: understanding of academic texts
B. Performance The learner produces a detailed abstract of information gathered from the
Standards: various academic texts read
Competencies/Objec
tives:
each
II. CONTENT Reading Academic Text “Wrigley’s Chewing Gum”
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s English for Academic and Professional Purposes page
Materials Pages
3. Textbook Pages
4. Additional Power Point Presentation
Materials from
Learning Resource
(LR) portal
Resources
IV. PROCED
URES
A. ACTIVATING Class, have you already tasted a chewing gum?
PRIOR Do you think that chewing gum is popular?
KNOWLEDGE
B. ACQUIRING NEW 1. Let the students read the opening paragraph. What does it say about the subject
KNOWLEDGE matter?
2. Do the students think that chewing gum is a good premium that can still be used
to sell other products?
Make the students prepare a chronology of how Wrigley’s chewing gum came
C. APPLICATION to be.
Let the students create their own product and present it to the class.
Rubrics:
Content--------5
Creativity-----5
Teamwork----5
15
D. ASSESSTMENT/ Group Activity
EVALUATION Assign the students to observe how new products are introduced to the market.
Are there promotional campaigns to launch the new products?
Do the manufacturers of new products use give-away items in order to sell
their products?
V. REMARKS
School: HIGH SCHOOL Level: GAS 11 – XAVIERVILLE
Learning English for Academic and
GRADES 1 to 12 Teacher: ARMIDA G. GREGORIO Area: Professional Purposes
Dates and November 27, 2017 – (7:30-
Time: 9:30) Quarter: 3
MONDAY
1. Cite their favorite comic book and characters
I. OBJECTIVES 2. Identify the thesis statement of the selection
3. Outline the selection
4. Compare the local comic books to foreign comic books
A. Content Standards: The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts
es:
each
II. CONTENT Reading Academic Text “The Golden Age of Comics”
II. LEARNING
RESOURCES
A. References
Pages
2. Learner’s Materials English for Academic and Professional Purposes page 21
Pages
3. Textbook Pages
from Learning
5. Other Learning Online Resources
Resources
IV. PROCED
URES
A. ACTIVATING Motivating Introduction
PRIOR Class, do you know what is a comic book?
KNOWLEDGE
Who have an experienced reading a comic books?
Can you share to the class why your favorite comic books and characters
interesting?
B. ACQUIRING NEW Ask the students to identify the thesis sentence of the selection. The thesis
KNOWLEDGE sentence states the central idea of the selection. This thesis statement may be
expressed or implied.
Let the students prepare an outline of the selection. Show them how the
C. APPLICATION ideas are arranged in the selection.
Find out from the students if they read local comic books. Do they know
some of the local comic book characters?
How do the foreign comic books compare with the local comic books?
Which is more appealing to the students?
D. ASSESSTMENT/ Ask the students to work in groups of five to create their own original comic
EVALUATION books.
Rubrics:
Content-10 Creativity-5 Teamwork – 5 =20pts.
V. REMARKS
School: HIGH SCHOOL Level: GAS 11 – XAVIERVILLE
Dates and December 4, 2017 –
Time: (7:30-9:30) Quarter: 3
MONDAY
I. OBJECTIVES 1. Define and discuss the competition and cooperation

2. Identify how cooperation and competition during election
es:
each
II. CONTENT Reading Academic Text “Competition and Cooperation”
III. LEARNING
RESOURCES
A. References
2. Learner’s Materials English for Academic and Professional Purposes page 22
Pages
3. Textbook Pages
from Learning
Resources
IV. PROCEDU
RES
A. ACTIVATING Start your class with a spelling contest. Form two teams. Ten words will be given.
PRIOR For every word to be spelled, each team will choose its representative who will
KNOWLEDGE
compete with the other team.
Help the students process their learning from this experience with working in a
group and competing with another.
B. ACQUIRING NEW Discuss the definition of competition and cooperation in class.
KNOWLEDGE Ask the students if they noticed similarities and/or contradictions in the definition
and application of these two concepts.
Call the attention of the students to the mechanics of holding contests or competition
C. APPLICATION and let them create a game. The competing teams act in harmony with each other,
agreeing on the terms of competition, the rules of the contest, the general conduct
of the event. Without cooperation, the competition will not achieve its goals.
Rubrics:
Content-5 Creativity-5 Teamwork-5 Total-15
D. ASSESSTMENT/ Ask the students to gather information from the last election. Tell them to identify
EVALUATION the candidates who ran for the Senate. Indicate the political parties they belonged
to.
Ask the students to discuss how competition and cooperation work during the
election campaign period.
How do competition and cooperation work within the family?
V. REMARKS
GAMMAD NATIONAL Grade GAS 11 – XAVIERVILLE and
School: HIGH SCHOOL Level: XYRUS
Dates and December 14, 2017
Time: (7:30-9:30) and (3:00-5:00) Quarter: 3
MONDAY
I. OBJECTIVES
1. Discuss the type of thinking
2. Determine the structure of the text using the different signposts;
3. Compose a reflection and use the different signposts
Competencies/Objecti
ves:
each
II. CONTENT Reading Academic Text “On Various Kinds of Thinking”
A. LEARNING
RESOURCES
1. References
3. Learner’s Materials English for Academic and Professional Purposes pages 23-33
Pages
4. Textbook Pages
from Learning
Resources
III. PROCEDU
RES
A. ACTIVATING 1. Give the students a few minutes of reflection. After three minutes, ask them what
PRIOR they thought about. Compare the different subjects of their reflection.
KNOWLEDGE
2. How many times have we heard the expression “Think about it” or “Give me time
to think it?”
B. ACQUIRING NEW 1. Ask them to name the various kinds of thinking. How were they able to identify
KNO these kinds of thinking? Did they find markers in the essay that served as clues or
C. WLEDGE
indicators? Call their attention to expressions (Par. 2), Like “This is our... kind of
thinking” “... a second kind of thinking ... (Par. 4), “A third kind of thinking... “(Par.
5), “In the past this type of thinking has been called Reason” (Par. 18).
2. In order to determine the structure of a text, the readers are advised to look for
markers such as the ones given above and other similar expressions such as “first...,
“ “ next...,” “ as a result...,” “finally...,” “in conclusion...,” “to sum up...” These
markers help situate the succeeding statement or sentence in the entire text. The last
three expressions in the list given above (i.e., “finally...,” “in conclusion...,” and “to
sum up...,”) clearly end a discourse.
3. Ask the students to outline this selection with the help of the structural markers.
1. Ask the students if they have engaged in the various kinds of thinking. Which
D. APPLICATION type of thinking do they most frequently engage in?
2. What benefits do we get from the different types of thinking?
E. ASSESSTMENT/ Ask the students to state the central idea of the selection.
EVALUATION Outline the selection.
V.REMARKS
GAS 11 –
GRADES 1 to 12 GAMMAD NATIONAL XAVIERVILLE/
DAILY LESSON LOG School: HIGH SCHOOL Grade Level: XYRUS
English for Academic
and Professional
Teacher: ARMIDA G. GREGORIO Learning Area: Purposes
Teaching January 8, 2018
Dates and 9:45-10:45AM
Time: 4:00-5:00PM(TVL) Quarter: 3
MONDAY
A. Examine the piece of information about the medicine;
I. OBJECTIVES
B. Analyze if the information is useful and loading how ideas are arrange
C. Modify the information and present in an organize manner
B. Performance Standards: The learner produces a detailed abstract of information gathered from the
various academic texts read
Reading Academic Text “From the Autopsy Surgeon’s Report”
II. CONTENT

A. References
2. Learner’s Materials Pages English for Academic and Professional Purposes pp.
3. Textbook Pages
portal
IV. PROCEDURES
A. ACTIVATING PRIOR Give the students the following information about the medicine called aspirin.
KNOWLEDGE Ask the students if they found the information useful. Did they encounter difficulties in
understanding the information? Who, do they think, is the intended reader of this write-up about
aspirin?
Teach the students how to access information by looking at how ideas are arranged in the text.
There are instances when complex information can be better understood if the ideas are presented
in an organized manner.
Show the students how every piece of information about this medicine is conveyed in the above
entry taken from MIMS, 107th Edition 2006 Philippine Index of Medical Specialties. Emphasize
to them that clustering of ideas under specific headings can facilitate understanding of texts.
B. ACQUIRING NEW Ask the students to read the autopsy surgeon’s report.
KNOWLEDGE
Guide them in their reading by explaining how the report is structured. Ask them what they learn
C. APPLICATION from each sentence in the report. They can begin with a simple grid like the one below:
Sentence Number
1 Cause of death
2 Manner
3 Evidence
4 Evidence
5 Evidence
6 Manner
7 Evidence
D. ASSESSTMENT/ Ask them to state briefly the content of the autopsy surgeon’s report.
EVALUATION
V. REMARKS
GAS 11 –
GRADES 1 to 12 GAMMAD NATIONAL XAVIERVILLE/XYRU
DAILY LESSON LOG School: HIGH SCHOOL Grade Level: S
and Professional
Teaching
Dates and
Time: January 9, 2018 Quarter: 3
TUESDAY
1. Distinguish the kinds of language used in the constitution
I. OBJECTIVES
2. Evaluate the words that is commonly used in everyday conversation
3. Paraphrase the article and briefly the main idea
B. Performance Standards: The learner produces a detailed abstract of information gathered from the various
academic texts read
Reading Academic Text “Legal Indictment”
II. CONTENT

A. References
2. Learner’s Materials Pages English for Academic and Professional Purposes pp.
3. Textbook Pages
portal
Resources
IV. PROCEDURES
A. ACTIVATING PRIOR Ask the students to read the Philippine Constitution.
KNOWLEDGE LANGUAGE
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other languages. Subject to
provisions of law and as the Congress may deem appropriate, the Government shall take steps to
initiate and sustain the use of Filipino as a medium of official communication and as language of
instruction in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English. The regional languages
are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction
therein. Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated
into major regional languages, Arabic, and Spanish.
Section 9. The Congress shall establish a national language commission composed of
representatives of various regions and disciplines which shall undertake, coordinate, and promote
researches for the development, propagation, and preservation of Filipino and other languages.
B. ACQUIRING NEW Ask them to write down their observations about the language used in the Constitution. Are the
KNOWLEDGE words of the Constitution commonly used in everyday conversation? Are the sentences simple in
structure? 3. Help the students understand the structure of the Constitution. Explain the division
of this entire document into articles and sections. Let the students state briefly the main idea in
the article. 4. Let the students paraphrase the article.
1. Ask the students to read the ‘Legal Indictment.” Ask them to discuss the text in groups of five,
C. APPLICATION focusing on the type of language that is used in the selection. Is this language commonly used in
ordinary communication? 2. In plain language that can be understood by an ordinary reader, let
the students share the findings of the Great Jurors. 3. Express the last paragraph of the District
Attorney’s statement in simple language.
D. ASSESSTMENT/ Post-Lesson Activities 1. Ask the students to watch any of the hearings on any of the recent issues
EVALUATION being investigated by the Senate. 2. Ask the students these questions: a. How are the arguments
presented? b. What kind of language is used in the hearings? c. How do people address one
another in the hearings?
V. REMARKS
GAMMAD NATIONAL GAS 11 -
GRADES 1 to 12 School: HIGH SCHOOL Grade Level: XAVIERVILLE
DAILY LESSON LOG English for Academic
and Professional
Teaching
Dates and
Time: January 10, 2018 Quarter: 3
MONDAY
I. OBJECTIVES 1. Identify the information contained in the news article

2. Compare the article that is written from other article
3. Write a news reports about the recent school activity
academic texts read
Reading Academic Text “Local Girl Found Slain by Rejected Lover”
II. CONTENT

A. References
2. Learner’s Materials Pages English for Academic and Professional Purposes pp. 36
3. Textbook Pages
portal
Resources
IV. PROCEDURES
A. ACTIVATING PRIOR 1. Assign the students to bring a copy of any broadsheet/newspaper. 2. Ask them to read articles
KNOWLEDGE from the paper in groups of five. 3. Make them identify the information contained in the news
articles. 4. Let them pay attention to the words and sentences used in the news articles. Ask them
if the words are difficult to understand. 5. Who is narrating the event?
B. ACQUIRING NEW 1. Ask the students to read the news report on “Local Girl Found Slain by Rejected Lover.” 2.
KNOWLEDGE Ask them to compare this text with the article that they read from the newspaper that they had
brought. What kind of information did they get from the text? 3. Did they notice any
similarity/difference between the two? 4. Are the words and sentences difficult to understand? 5.
Who is narrating the event? How was the event narrated?
1. At the end of this activity, summarize the students’ observations. 2. What did they learn about
C. APPLICATION writing a news article? Discuss with them the characteristics of a news report. 3. For the final
activity, ask the students to write a news report about a recent school activity.
D. ASSESSTMENT/ For the final activity, ask the students to write a news report about a recent school activity.
EVALUATION
V. REMARKS
GAMMAD NATIONAL GAS 11 –
GRADES 1 to 12 School: HIGH SCHOOL Grade Level: XAVIERVILLE
DAILY LESSON LOG English for Academic
and Professional
Teaching
Dates and
Time: January 12 , 2018 Quarter: 3
MONDAY
I. OBJECTIVES 1. Listen from the point of view about human weaknesses

2. Answer the guide questions from the story
3. Discuss the moral and ethical issues in society
academic texts read
Reading Academic Text “The Sob Sister’s Story”
II. CONTENT

A. References
2. Learner’s Materials Pages English for Academic and Professional Purposes pp. 37
3. Textbook Pages
portal
IV. PROCEDURES
A. ACTIVATING PRIOR 1. Ask the students if they have heard of people committing crimes because of love. 2. Ask them
KNOWLEDGE to explain if such acts are justifiable. Listen to the students’ point of view. Help them to process
their answers, emphasizing the need to rise above human weaknesses and uphold moral values.
B. ACQUIRING NEW 1. Ask the class to read “The Sob Sister’s Story.” 2. Make the students aware of the difference
KNOWLEDGE between the language used in the text and that found in the preceding texts – “From the Autopsy
Surgeon’s Report,” “Legal indictment” and “Newspaper Account: Local Girl Found Slain by
Rejected Lover.”
Ask the students how they got to know what happened in “The Sob Sister’s Story.” 4. Who is
C. APPLICATION narrating the story? How does the narrator feel about what happened in the story? 5. Discuss with
the students the structure and features of the story; pay particular attention to the elements of
fiction. 6. Let the students re-tell the story in their own words.
D. ASSESSTMENT/ Engage the students in the discussion of moral and ethical issues in society. 2. How can the youth
EVALUATION participate in the movement against crime in our society? 3. What role does the family play in the
prevention of crime or other forms of misconduct?
V. REMARKS
GAS 11 –
GRADES 1 to 12 GAMMAD NATIONAL XAVIERVILLE AND
DAILY LESSON LOG School: HIGH SCHOOL Grade Level: XYRUS
and Professional
Teaching
Dates and January 16 , 2018
Time: Quarter: 3
MONDAY
1. Examine the characteristics and feature of a poem
I. OBJECTIVES
2. Identify the forms and figurative language used in the poem
3. Compare the poem from the other poem
academic texts read
II. CONTENT Reading Academic Text “Porphyria’s Lover”
A. References
2. Learner’s Materials Pages English for Academic and Professional Purposes pp. 38-39
3. Textbook Pages
portal
IV. PROCEDURES
A. ACTIVATING PRIOR Motivating Introduction

KNOWLEDGE Review the characteristics/elements of a typical poem. How can one tell if a text
is a poem or not? Is each feature characteristic of a poem? Are words arranged
into lines and stanzas? Do the words rhyme at the end of the lines? Is there rhythm
in the lines? To facilitate the discussion, give examples of these elements. 2. You
can choose a poem that the students are familiar with. Trees by Joyce Kilmer
I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is prest

Against the earth's sweet flowing breast;
A tree that looks at God all day,

And lifts her leafy arms to pray;
A tree that may in summer wear

A nest of robins in her hair
Upon whose bosom snow has lain;

Who intimately lives with rain.
Poems are made by fools like me,

But only God can make a tree.
a. Talk about the form of this poem. 1. How many stanzas are there in the poem?
(6) 2. How many lines make up each stanza? (2) 3. What is the rhyme
scheme/pattern of each stanza? (aa) 4. Is there a dominant rhythm in the entire
poem? (yes, iambic tetrameter) b. Explain the use of figurative language in the
poem. Cite examples of personification and simile.
All
B. ACQUIRING NEW Ask the students to read aloud “Porphyria’s Lover.”
KNOWLEDGE Discuss the different elements of poetry found in this literary text.
The poem contains a narrative. From whose point of view is the story being told?
How does this point of view affect the telling of the story?
Compare “Porphyria’s Lover” with the form of other renditions of the same story
that have been discussed. How does this poem differ from the earlier texts?
Help the students to re-tell the story of Porphyria and her lover.
Organize the students into two or three groups, depending on the size of the class.
C. APPLICATION
Ask the students to dramatize the story, using the autopsy surgeon’s report, the
district attorney’s statement, and the sob sister’s narrative as sources for the script
for their presentation.
D. ASSESSTMENT/ Help the students create a script for their stage presentation. The students can
EVALUATION make use of their knowledge of variations in language use in various professions.
The characters in the play will use different registers of language.
E. REMARKS
Dates and December 14, 2017
Time: (7:30-9:30) and (3:00-5:00) Quarter: 3
MONDAY
I. OBJECTIVES
C. Learning
ves:
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
3. Textbook Pages
from Learning
Resources
IV. PROCEDU
RES
A. ACTIVATING
PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V.REMARKS
Dates and
Time: Quarter: 3
MONDAY
I. OBJECTIVES
C. Learning
ves:
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
2. Learner’s Materials English for Academic and Professional Purposes
Pages
3. Textbook Pages
from Learning
Resources
IV. PROCEDU
RES
A. ACTIVATING
PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V.REMARKS
Dates and
Time: Quarter: 3
MONDAY
I. OBJECTIVES
C. Learning
ves:
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s English for Academic and Professional Purposes
Materials Pages
3. Textbook Pages
from Learning
Resources
IV. PROCEDU
RES
A. ACTIVATING
PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V.REMARKS
Dates and
Time: Quarter: 3
MONDAY
I. OBJECTIVES
C. Learning
ves:
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
Pages
3. Textbook Pages
from Learning
Resources
IV. PROCEDU
RES
A. ACTIVATING
PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V.REMARKS
Dates and
Time: Quarter: 3
MONDAY
I. OBJECTIVES
B. Performance
Standards:
C. Learning
ves:
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
Teacher’s Guide
1.
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional Materials
from Learning
5. Other Learning
Resources
IV. PROCEDU
RES
A. ACTIVATING
PRIOR
KNOWLEDGE
B. ACQUIRING NEW
KNOWLEDGE
C. APPLICATION
D. ASSESSTMENT/
EVALUATION
V.REMARKS

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GAMMAD NATIONAL

GRADES 1 to 12 School: HIGH SCHOOL Grade Level:

I. OBJECTIVES 1. Interpret the nutritional information on the labels of food items

I. OBJECTIVES 1. Define and discuss the competition and cooperation

III. LEARNING RESOURCES

III. LEARNING RESOURCES

I. OBJECTIVES 1. Identify the information contained in the news article

III. LEARNING RESOURCES

I. OBJECTIVES 1. Listen from the point of view about human weaknesses

III. LEARNING RESOURCES

A. ACTIVATING PRIOR Motivating Introduction

I think that I shall never see

A tree whose hungry mouth is prest

A tree that looks at God all day,

A tree that may in summer wear

Upon whose bosom snow has lain;

Poems are made by fools like me,

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