School: FE DEL MUNDO NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12
Teacher: Karenlyn S. Dimatulac Learning Area: ENGLISH
DAILY LESSON
LOG Teaching Dates and Time: Week 2 ( Module 2 Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
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.

C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
RC1a: Use predictive and anticipatory
devices/tasks to activate prior
knowledge about the topic of
reading/viewing selection.
LC2b: Determine the order of
significant events in the text listened to.
RC1a: Use predictive and anticipatory
devices/tasks to activate prior
knowledge about the topic of
reading/viewing selection.
RC1b: Use information presented in a
reading or viewing selection to infer,
to evaluate, and to express critical
ideas.
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.
The Mats
by Francisco Arcellana
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
RC1e: Respond to ideas, issues,
and concerns presented in a reading
or viewing selection in creative
forms.
VD2b: Identify figures of
speech that show comparison:
simile.
The Mats
by Francisco Arcellana
GS2a: RC1e: Respond to ideas, issues,
Use correct determiners. and concerns presented in a reading
or viewing selection in creative
forms.
WC2b: Distinguish between and
among a journal entry, an anecdote,
a travelogue, a personal letter, and a
blog entry.
SS2a: Identify the features of
primary information sources.
Features of primary
Determiners. information sources.

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
Simile
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.
9 10 11 11

2. Learner’s Materials Pages 7-12 12-13 13-14 14-15

3. Textbook Pages

4. Additional Materials from

 Learning Resource (LR)
portal
B. Other Learning Resources
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
Activity sheet Hand-outs
Tarpapel/ real mat, & handouts ( handouts ( Copies of the selection) Pictures of a Filipino family Samples of journals,
Copies of the selection) pictures travelogue, and personal
chart/table/diagram ( sociogram) letter
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. Review will focus on characters Simile will be reviewed.
Word Play: Unlocking Vocabulary of the story and the situation Pre-test:
Difficulties (10 minutes) they are in to. The learners will give at least three
a. The students will give the meanings of examples. (10 minutes)
words through demonstrations and
examples.
The learners will be asked to
share ideas and observations
related to death.
(5 minutes)
TOTAL RECALL:
Activating Prior Knowledge (5 minutes)
d. Ask students their experiences
regarding remembering dead loved ones.
e. Have them listen to similarities and
differences of their experiences.
SEE YOUR TEXT: LISTENING ACTIVITY
a. The class will be divided into 10 groups.
b. The concept of jigsaw reading will be
discussed and each group will decide the parts
to read and the order of reading these parts.
d. They need to listen for cues that will signal
transition of paragraphs or ideas.
e. They must listen for important details about
the narrative. ( 20 minutes)
CHECK POINT (20 MINUTES)
a. Process what the students have listened to by
discussing the following:
i. structure of the jigsaw reading vis-à-vis the
structure of the narrative
ii. importance of cues like transition devices,
repetitions,
pronouns and their antecedents
b. The students will answer the comprehension
questions regarding the listening text.

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment )
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.
WE ARE FAMILY: In depth
discussion of the text (15 minutes)
1. Explain the concept of a sociogram.
2. Cite example for better understanding of it.
3. Guide them as they make the sociogram
for the Angeles family.
SPOKEN FOR: COMPARISON AND
CONTRAST OF DETAILS (15 mins)
a. Recall specific details about the
mats given by Mr. Angeles by
completing the table as a class.
b. Lead them into constructing
comparison-contrast sentences
using words like both, and, but etc.
c. Make the class further practice
comparison-contrast by talking
about Filipino practices and beliefs
regarding death.
AS YOU LIKE IT: VOCABULARY
Development (30 minutes)
a. Have the class read the phrases
with similes.
b. Discuss with them the forms and
functions of similes.
c. Ask them to make comparisons
of the given items using similes.
Provide examples when
necessary.
d. Assign the class to make a
research on Filipinos and other
cultures‘, burial beliefs and
practices. To facilitate the
research, you can assign specific
regions and nations to work on per
student and/or group.
e. Ask them to share their research
with their group mates and have
them summarize by writing
comparison-contrast sentences
/paragraphs using similes.
f. Have them prepare an oral
report for their output.
TASK 3. CERTAINLY CERTAIN (15
minutes)
1. The learners will study the given
phrases and they will answer the
questions that follow:
a. What word introduces each phrase?
b. What do these words do to the nouns in
the phrases?
3. They will look for other phrases that
are introduced by the determiners like a,

G. Finding Practical Applications of
Concepts and Skills in Daily
Living
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
an, the, that,, his, etc.
MAKING IT WHOLE: Unguided
Practice (15 minutes)
a. Ask the class to read the whole
passage.
b. Throw some comprehension
questions about it.
c. Have them answer the exercise.
d. Process their answers by asking them
why they use such determiners.
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.
SYNTHESIS (15-20 minutes)
a. The class will describe the Angeles
family.
b. Have them cite events/situations in
the story that support their descriptions.
c. Make the class see the social
dynamics of a Filipino family.
d. Highlight the importance of the
members of the family even the dead
ones
YOUR FINAL TASK
Task 1. Nothing But the Truth
On 1. The learners will identify library
sources used in a research.
2. With the given list, they will
determine the common characteristic of
the sources in the first column? in the
second column?
4. The importance of primary sources
will also be drawn from this task.
5. They must also determine when
secondary sources are used?
Task 2: Sourcing Information
1. The learners will locate examples of
primary and secondary sources. In
particular, they will look for a journal
entry, an anecdote, a travelogue, a
personal letter, and a blog entry in the
library.
2. Study them and summarize your
findings in the table.
3. Choose one from the tasks:
a. Assume that you are Mr. Angeles. Make a
travelogue about your trips in Southern
Philippines.
b. Write a journal entry regarding personal
experiences of losing a loved one.
c. Write a personal letter to Mr. Angeles
expressing your sympathy and encouragement.
 d. Write an anecdote on coping with a loss.

J. Additional Activities for The learners may create

Application or Remediation their own travelogue / travel
brochure about his/her trips to
other places. They will use
indigenous materials as
primary or secondary sources
of information.
The learners may access
the internet for samples and
tips on how to make the said
tasks. They can work on these
in the computer lab.
DRAW & TELL. The
learners will be asked to draw a
picture that depicts/ describes
a Filipino family based on the
synthesis made. This must also
include the characteristics and
values/ practices.
( Assignment)

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:

Karenlyn S. Dimatulac
Ricky A. Apostol
Teacher I School Head