School: JBCMHS-MC
GRADES 1 to 12
DAILY LESSON
LOG
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
Learning Resource (LR)
portal
B. Other Learning Resources
Grade Level: VII
Teacher: HAROLD J. JORILLO Learning 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
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.
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.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis, 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.
OL2a: Narrate specific RC1a: Use predictive and anticipatory LC2a: Note specific elements of the RC1e: Respond to ideas, issues, and
devices/tasks to activate prior knowledge narrative listened to. concerns presented in a reading or
personal experiences
related to the ideas about the topic of reading/viewing
selection. WC2a: Identify features of narrative
viewing selection in creative forms.
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-à-vis its information sources.
VD2a: Distinguish intended purpose and production milieu. GS2a: Use correct determiners.
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.
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 children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
2-4 4 5-6 7
1-2 2-5 6 6
-
Fact sheets/pictures Fact sheets CD recording of LM/ Activity Sheets
listening input
Audio CD player

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
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 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.
Pre-assessment The learners will review Single- The learners will review the
How I View Myself And How Word Adjectives. elements of the selection, “ The The learners will review
Others View Me (15 minutes) ( 5 minutes) Centipede”. features/ elements of
See Tasks 1 and 2 ‘Your Initial ( 5 minutes) narratives.
Tasks’.
a. The learners compare and 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.
(5 minutes) The learners will give The learners will share
The learners will focus on what words impression to what they similar experiences to
were used in describing themselves read and will share what
and others. They will be asked also to what was learned from
they understood about it. the selection. ( 5 mins)
determine what these words are that
describe.
( 5 minutes)
(5 minutes)
The learners will be asked to
describe a centipede using
single-word adjectives.
They will also be asked to
determine what could be the
significance of it in the selection
See ‘Your Text’.( 15 minutes)
a. The learners will read the selection.
( Pre-assigned)
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.

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
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 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.
LOCATE, REFLECT, EVALUATE! (30
minutes)
See Task 3, ‘Your Discovery
Tasks’.
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.
LOUD AND CLEAR! (30 minutes)
a. Assign students into triads. Play an
audio file of the selection, “There’s A
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 triad‘s
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 Applications of
Concepts and Skills in Daily
Living
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
MONDAY
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 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.
EXAMINING SENTENCES (15
minutes)
a. The students will examine several
sentences about narratives that amy
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.
TUESDAY WEDNESDAY THURSDAY FRIDAY
INSIGHTS SHARING (20
minutes)
a. Each student will write on a sheet of
paper three ideas:
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.
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 for

The students may use other
Application or Remediation people’s experience. They can
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 student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION students 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 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:

MICHELLE P. EDOROT
PURA G. VILLAR
Teacher I School Head