School: PAYAPAG NATIONAL HIGH 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
C. Values Integration
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
Grade Level: VII
Teacher: MAY-GENE B. LAWAN Learning Area: ENGLISH
Date and Time: Dec 10-15, 2018 (Mon-Fri: 9:45-10:45) Quarter: THIRD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
RC:EN7SS-II-a-1 VC: EN7VC-II-a-1/2 WC: EN7WC-II-a-5: F: EN7OL-II-a-4: LC: EN7LC-II-a-6:
RC: EN7SS-II-a-1.5.3: G: EN7G-II-a-1: F: EN7OL-II-a-4.1: LC: EN7LC-II-a-6.1:
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.
Valuing One’s Family The Centipede The Centipede Literal vs. Figurative Language Phrases/ Lesson One can Learn About
Life From a Dog
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.
p.155-160 p. 161-164 p.165-166 p. 166-167 p. 168-176
K to 12 English Curriculum Guide, p. 152 K to 12 English Curriculum Guide, p. 152 K to 12 English Curriculum Guide, p. 152 K to 12 English Curriculum Guide, p. 152 K to 12 English Curriculum Guide, p. 152
Be kind and avoid jealousy towards others.
Review the previous lesson
PICTURE STUDY (15 minutes) MYTHOLOGICAL CREATURES See Task 1 „Your
See Task 1 „Your Initial Tasks‟: Initial Tasks‟.
a. Show pictures of 5-7 national/international a. Ask the students where these monsters came
heroes. from and what they were capable of. b. Make sure
b. Ask the students what these heroes achieved that students understand that these are fictional
that gave them their current statures. creatures and are often used as symbols of what
c. Ask the students what could have possibly people during the ancient times feared. c. Ask the
motivated these heroes to do such great and students what these monsters may represent based
important actions. on their capabilities and some of the stories
attributed to them. d. Ask the students if some
modern day problems can also be symbolized by
these mythological monsters. e. Discuss some of
their answers.
WHAT DID THEY SAY? (10 minutes) See Task 2
„An Interview‟.
a. Have the students listen to this interview on
monsters and epic heroes twice.
b. Ask students to fill out the grid found in the
learner‟s package.
c. c. Elicit student responses on how the host
managed to get more information from his
guest and how the guest expounded on his

D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
answers.
Presentation
WORD SETS (5 minutes) See Task 1 and Task 2,
„Your Discovery Tasks‟.
a. Have the students accomplish the task.
b. Validate the responses of students by looking for LOCATE, REFLECT, EVALUATE! (30 minutes)
one word in each set that is used in the selection. See Task 3, „Your Discovery Tasks‟.
a. Have the students accomplish the task in pairs.
b. Call on students to prove their answers.
c. Try to get the students to talk about modern day
heroes and why these heroes saw the need to
sacrifice their lives.
ALTERNATIVE ENDINGS (10 minutes)
a. Ask students to predict what would have
occurred if Indarapatra and Sulayman were
unsuccessful in defeating the monsters.
b. Ask the students too what might have happened
if the brothers did not sympathize with the people of
Mindanao.
c. Ask a few students if they know about the current
troubles in Mindanao and what this story shows
about how Mindanao‟s problems can be solved.
Enrichment
LOUD AND CLEAR! (20 minutes)
a. Select two students to perform the
dialogue that follows. This dialogue is an
imagined version of what King Indarapatra
and his brother Sulayman had when they
discover that monsters had overrun
Mindanao. Make sure that both students
manage to deliver the dialogue properly.
MORE ON DIALOGUE (15 minutes)
a. Have the students work in pairs.
b. Instruct the class to write a dialogue
involving King Indarapatra and Sulayman, but
this time, they have to set the dialogue in the
time when Indarapatra managed to revive
Sulayman. c. Choose the best dialogues and
have their writers perform them in front of the
class.
PROCESSING THE DIALOGUE (15 minutes)
a. Process the listening activities by focusing
on the following: i. the tones that each
character employs ii. the non-verbal cues
within the dialogue itself iii. the non-verbal
cues used by the characters b. Discuss with
the students how the use of non-verbal cues
could be used effectively.
HOMEWORK See Task 4 ‘Connected to the
Target’.
1. In their notebook, they will draw their own traffic
light.
2. They may use a favorite shape, a star, a square
or a heart and color.
 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 students learn?
V. 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 and Approved by:

MAY-GENE B. LAWAN MARITES Q. RULE
SST- I PRINCIPAL

Note: Not carried out due to simultaneous activities.