Grade

GRADES 1 to 12 School: BUTANSAPA NATIONAL HIGH SCHOOL Level: 7

DAILY LESSON Learning
LOG Teacher: JOSENIA P. CONSTANTINO Area: ENGLISH
Teaching Dates
and Time: Week 1 (Module 1) Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
I. OBJECTIVES be followed and if 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 learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and
condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and
sentences.
B. Performance The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
Standards: resources; extracting information and noting details from texts to write a prcis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
appropriately.

C. Learning OL2a: Narrate specific RC1a: Use predictive and anticipatory

devices/tasks to activate prior knowledge
LC2a: Note specific elements of the
narrative listened to.
RC1e: Respond to ideas, issues, and
concerns presented in a reading or
personal experiences
Competencies/Objecti related to the ideas about the topic of reading/viewing viewing selection in creative forms.
selection. WC2a: Identify features of narrative
ves: presented in a selection. RC1c: Determine the relevance and unity writing. SS2a: Identify the features of primary
of the elements of a literary text vis--vis its information sources.
Write the LC Code for VD2a: Distinguish intended purpose and production milieu. GS2a: Use correct determiners.
each between literal and
figurative expressions.
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
Single- Word Adjectives THE CENTIPEDE Elements/ Features Of Determiners
by Rony V. Diaz The Narrative
Literal And Features Of Primary
Figurative Expressions Information Sources.
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning.
III. LEARNING Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A.References
1. Teachers Guide 2-4 4 5-6 7
Pages

2. Learners Materials 1-2 2-5 6 6

Pages

3. Textbook Pages
 4. Additional Materials -
from Learning
Resource (LR)
portal
B. Other Learning Fact sheets/pictures Fact sheets CD recording of LM/ Activity Sheets
Resources listening input
Audio CD player

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
IV. PROCEDURES guided by demonstration of learning by the 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 Pre-assessment The learners will review The learners will review the
Lesson or Presenting How I View Myself And How Single- Word elements of the selection, The The learners will
the New Lesson Others View Me (15 minutes) Adjectives. Centipede. review features/
See Tasks 1 and 2 Your Initial Tasks. ( 5 minutes) ( 5 minutes) elements of
a. The learners compare and narratives.
contrast the results of the two tasks.
b. The learners explain if there are
disparities between how they view
themselves and how others view
them.
c. The responses will be processed.
B. Establishing a (5 minutes) The learners will give The learners will
Purpose for the The learners will focus on what words impression to what share similar
Lesson were used in describing themselves they read and will
and others. They will be asked also to experiences to what
share what they was learned from the
determine what these words are that
understood about it.
describe. selection. ( 5 mins)
( 5 minutes)

C. Presenting (5 minutes)
Examples/Instances The learners will be asked to
of the Lesson describe a centipede using
single-word adjectives.
They will also be asked to
determine what could be the
significance of it in the selection

D.Discussing New
See Your Text .( 15 minutes)
Concepts and a. The learners will read the selection.
Practicing New Skills ( Pre-assigned)
#1 b. They write on their notebooks five
questions about the selection
that they want to be answered during
class discussion.
USING CONTEXT CLUES IN
FINDING SYNONYMS (10 minutes)
 See Task 1, Your Discovery Tasks.
a. The learners will accomplish the task.
b. Validate the responses of students.
LITERAL OR FIGURATIVE? (10
minutes)
See Task 2, Your Discovery Tasks.
a. Have the students accomplish the task.
b. Validate the answers of the students by
explaining the differences between
literal and figurative language.

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
IV. PROCEDURES guided by demonstration of learning by the 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 LOCATE, REFLECT, EVALUATE!
(30 minutes)
Concepts and See Task 3, Your Discovery
Practicing New Skills Tasks.
#2 a. The students will accomplish the
task in pairs.
b. Call on students to prove the
correctness of their responses.
ALTERNATIVE ENDING (15
minutes)
a. Ask students to work in pairs
and to continue writing the story.
b. Limit the alternative endings to
two to three paragraphs.
c. Ask some pairs to share their
alternative endings.
d. Critique each alternative ending
based on the given story. Examine
its plausibility and its viability given
the given elements in the story.
F. Developing Mastery LOUD AND CLEAR! (30 minutes)
a. Assign students into triads. Play an
(Leads to Formative audio file of the selection, Theres A
Assessment 3) Teenager in the House by
Kerima Polotan-Tuvera. Tell the students
to try to remember as much information
as they can from the recording. The
recording will only be played twice.
b. Ask the triads to list down the most
important information they could about
the text. The information must be in the
order that it appeared in the listening
text.
c. After writing down the information,
each triad must assign a reporter who
will be asked to report his/her triads
information.
d. The information being presented will
be corrected by the teacher.
e. They will probe why it was easy to
take down the details of the
 narrative. This can be used as a springboard
to detail the properties of narrative
texts.

ORAL PRACTICE (20 minutes)

a. Ask the students to pair up.
b. Each pair will take turns sharing an
anecdote.
c. After the anecdotes have been
shared, the job of the other member is to
relay the anecdote as best as s/he could.

G.Finding Practical EXAMINING SENTENCES (15

minutes)
Applications of a. The students will examine several
Concepts and Skills in sentences about narratives that amy
Daily Living or may not include several examples
of determiners properly.
b. Elicit from the students their
observations, corrections and
generalizations about determiners.
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. The students will perform Task
4 in Your Discovery Tasks.
b. The answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students perform
another exercise covering the
subject of determiners.
b. Process the answers of the
students.

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
V. PROCEDURES guided by demonstration of learning by the 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 INSIGHTS SHARING (20
minutes)
Generalizations and a. Each student will write on a sheet of
Abstractions about paper three ideas:
the Lesson i. why the views of other
people about us matter
ii. how we could learn more
about ourselves through
others
iii. why identity is such an
important subject for
teenagers
b. Have each student discuss his/her
 ideas with a partner.
c. Have each pair join another pair to
expand their sharing.
d. Call on a few students to share their
small group sharing.
e. Synthesize the lesson.
I. Evaluating Learning YOUR FINAL TASK
A Story from my Past
The learners will think of a story from
childhood when they played a prank on
a sibling, friend, or parent. They may
interview him or her if they are still in
good terms with the said person so that
you can get a more complete view of
that episode. They will complete the
statement that follows the grid.

J. Additional Activities
The students may use other
for Application or peoples experience. They can
Remediation conduct interview with the
person and acquire what is
asked in the Final Task. They
can also use the social media to
attain this task.

VI. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What
works? What else needs to be done to help the students learn?
VII. REFLECTION 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
strategies work well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
 G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by:

JOSENIA P. CONSTANTINO
PURA G. VILLAR
Teacher I School Head