School: Mpspc Grade Level: Grade 7

GRADES 1 to 12 Teacher: Jessica Batang-ay Learning Area: English

DAILY LESSON LOG Teaching Dates and
Time: Quarter: 2rd Quarter

I. OBJECTIVES

The learners demonstrate understanding of:Philippine literature during period of

apprenticeship as a means of examining conflict; various purposeful listening and
A. Content Standards viewing strategies; differentiate between literal and figurative language; ways
extract and condense information based library sources; verbal and non-verbal cues;
use phrases, clauses, and sentences.

The learners transfer learning by: resolving conflicts presented in literary

selection; using tools and mechanism in locating library resources; extracting
B. Performance Standards information and noting details from text to write a prices, summary, or paraphrase;
distinguishing between and using literal and figurative language an d verbal and non-
verbal cues; use phrases, clause and sentences meaningfully and appropriately.

C. Learning
The students should be able to:
Competencies/
Objectives Write the LC EN7V-II-f-10-1.3
Identify the figure of speech that show contrast(Irony, oxymoron, paradox).
for each
II. CONTENT
FIGURE OF SPEECH
(Irony, oxymoron, paradox)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages

3. Textbook pages

B. Other Learning
Handout,Copy of the poem and activity sheet.
Resources
IV. PROCEDURES
A. Reviewing previous
lesson presenting the
Review on Meaning of unfamiliar words based on given context clues (synonyms,
new lesson antonyms, word parts)

B. Establishing a purpose Ask: Have you read a poem? Did you understand the meaning of the poem or what
for the lesson the author wants to convey? Why? Why not?

Class our lesson for today is all about the Figures of Speech.

C. Presenting
Irony
examples/instances of the
new lesson Figure of speech Oxymoron

Paradox

D. Discussing new
concept and practicing Unlocking of Difficulties
Modeling
new skills #1 1. Reading the poem by the teacher
2. Reading the poem by the pupils
3. Choose a pupil who will read the poem for the third time(Copy of the will be
attach).

E. Discussing new
concepts and practicing Ask Comprehensive Questions about the poem
new skills #2

F. Developing mastery
(Leads to formative
Direction: Group the pupils into four. Give each group famous lines from poems.
assessment) Then let them identify what figurative language used.

G. Finding
practical/ Identify the figure of speech that were used in the following sentences.
application of concepts 1. He has a heart of gold.
2. Dale’s smile was as bright as the sun shine.
and skills in daily living

H. Making generalizations
and abstractions about
the lesson Ask the students,what do you mean by Figures of Speech?

Identify the figurative words used in each sentences. Write S for simile,
I. Evaluating Learning M for metaphor, P for personification and H for Hyperbole

1. The kettle sings as it sits on the stove.

 2. The grass dances with the wind.( activity sheet will be attach)

J. Additional activities for

Look for a short story poem and copy it in your notebook. Underline the figurative
application and words
remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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 worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?