School:
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
IV. PROCEDURES
Grade Level: VII
Teacher: John Polping R. Ramilo Learning Area: ENGLISH
Teaching Dates and Time: Week 1 Quarter: Second
MONDAY
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.
RC1C. Identify types of figurative language in a statement (simile and metaphor)
Construct sentences/statement with the use of figurative language (simile and metaphor)
.
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.
Figurative Language and Expressions
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.
1-6
LM/ Activity Sheets
Teacher’s Activity Learner’s Activity
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.
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
How I View Myself And How Others View Me (15 minutes)
See Tasks 1 and 2 ‘Your Initial Tasks’.
a. The learners compare and contrast the results of the two tasks.
b. The learners explain if there are disparities between how they compare themselves to The students will give their own and others view about themselves.
an object and how others view them.
c. The responses will be processed.
(5 minutes)
The learners will focus on what words were used in comparing themselves and others.
They will be asked also to determine what these words are that compare.
(5 minutes)
The learners will be asked to read a statement. The students will give meaning of each statement and identify the figurative
a. You treat me like a rose. language used.
b. Your love that lights up my whole world.
They will also be asked to determine the meaning of each statement.
They will be asked if what figurative language used in the statement
Forming Similes
Directions: Match each phrase that follow to form a good sentence showing a simile.
Activity 1 - Forming Similes and Metaphors Write the sentences on your response cards.
1. Set the pupils into teams of eight. Each team shall select a leader and a • The water tasted
recorder. • The athlete ran
2. Distribute four worksheets to each team. • The princess’ hands are
3. Ask them to read and analyze the directions before performing the activity. • The farmers’ feet are
Emphasize team discussion to arrive at the group’s answers • The lady walked
4. Give each team strips of tag boards or cards to write their answers on. • The winner was
5. After the activity, the publishing of team’s answers follows. • The contestant answered the question
6. Process each team’s responses. • The kitten’s teeth are
• as rough as the leather
• as soft as marshmallow
• like a horse
• as sharp as pins
• like tears
• like a lightning flash
• like a turtle
• as proud as a peacock
Forming Metaphors
Directions: Change the following similes into statements using metaphorical expressions.
Encircle the figures being compared. Number 1 is done for you. Use the manila paper
provided.
1. In a clear weather, the sun seems to rise up in the sky like an orange balloon.
In a clear weather, the sun is an orange balloon in the sky.
2. Father was angry like an erupting volcano when he saw my failing grades.
______________________________________________.

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment
3)
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.
Activity 2 - Completing Similes and Recognizing Metaphors
1. Distribute four worksheets to each team.
2. For this activity, the same grouping in Activity 1 is adopted by the teacher.
3. Have them read and follow the directions carefully. Encourage team
discussion.
4. Monitor their team discussion and be ready to assist them if necessary.
5. Let the team’s representative read the completed similes. 6. Process the
teams’ responses.
Activity 5 - Creating Similes and Metaphors
1. Provide each team with an envelope that contains sentence strips showing
similes and metaphors.
2. Have each member of the team take one strip of paper and identify whether
the sentence contains a simile or a mataphor.
3. Let all members with the similes group together. Do the same for the
members with the metaphors.
4. Have the simile group construct four statements using a simile. The metaphor
group does the same. Students must work collaboratively to create similes and
metaphors.
5. Publishing of group’s responses.
6. Let a group representative present and explain the meaning of the simile or
the metaphor to the whole class.
7. Evaluate the groups’ constructed statements.
3. Lydia ran like a deer when she won the 400-metre dash.
_____________________________________________.
4. The king roared like a lion when he yelled at the gardener.
_____________________________________________.
5. The newly-wed couple flitted from table to table like butterflies during the photo sessions
with the guests.
_____________________________________________.
Completing Similes
Directions: In your own group, use the most suitable words to complete the following similes.
Use the manila paper provided.
1. as _________ as a deer 2. as _________ as a dog 3. as _________ as a
4. as _________ as steel 5. as impressive as __________ 6. as happy as __________ 7.
as graceful as __________ 8. as gloomy as __________
9. The house was quiet like __________. 10. Grandfather is wise like __________.
11. The children were restless like __________. 12. Some clever people are changeable like
______________.
Recognizing Metaphors
Directions: Copy each sentence that expresses a metaphor on your response sheets.
1. Gina played a tiger in the play.
2. Mountains are sentinels in the sky.
3. All his brothers and sisters except Robin, study hard in school. He is the black sheep in the
family.
4. The mule is a gentle horse.
5. Blood is the river of life.
6. The dark clouds look like a grieving woman’s dark veil.
7. The stars are the fireflies of the gods.
8. The river seemed like a crawling snake at an aerial view.
9. The plane soared into the sky like a winged horse.
10. The drill sergeant is a lion on the parade ground and a sheep in his home.
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
EXAMINING SENTENCES (15 minutes)
a. The teacher will let the students examine several sentences about figurative language.
b. Elicit from the students their corrections and generalizations about figurative language.
The students will examine several sentences about figurative language.
EXTENDED GRAMMAR PRACTICE (10 minutes)
a. Have the students perform another exercise covering the subject of figurative
language.
b. Process the answers of the students.
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.
INSIGHTS SHARING (20 minutes) Student will write on a sheet of paper three ideas.
a. Each student will write on a sheet of paper three ideas:
Student will discuss his/her ideas with a partner.
i. how does the simile differ from metaphor?
ii. what are the hints in the statement if it is simile or metaphor?
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.
SENTENCE STRIPS
Tell whether the statement is simile or metaphor. Underline the word/s that
signals whether the statement is simile or metaphor
The wounded soldiers fought like lions.
Manuel was so thin. He looked like a bamboo pole.
Nanette’s body was virtually a pin cushion.
My brother was a tower of strength during those hard times.
The road was a long ribbon of light in the dark night.
The wind is as fierce as a wild beast that knocks down everything in its path.
The dictionary is a bankbook that helps us use words.
The crawling cars looked like long lines of ants from a distance.
Write a dialogue using metaphor and simile. Students will write examples of simile and metaphor.
 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 Remediation will be conducted after the evaluation of the lesson.
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:

John Polping R. Ramilo
Jessica M. Alcantara, D.A.
Student Teacher Subject Professor