Grade

GRADES 1 to 12 School: APLAYA NATIONAL HIGH SCHOOL Level: VII

DAILY LESSON Learning
LOG Teacher: MICHELLE P. EDOROT Area: ENGLISH
Teaching Dates
and Time: Week 7 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
I. OBJECTIVES
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.
A. Content Standards:
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.
B. Performance
Standards: 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 RC1a: Use predictive and anticipatory RC1b: Use information presented in LC2h: (Homework) RC1b: Use information presented in
Devices /tasks to activate prior a reading or viewing selection to Infer appropriate responses to a reading or viewing selection to
Competencies/Objecti knowledge about the topic of reading infer, to evaluate, and to express listening guide questions. infer, to evaluate, and to express
ves: /viewing selection. critical ideas. critical ideas.
VD2d: Identify figures of speech that OL2g: Present points of view and
Write the LC Code for RC1b: Use information presented in a show emphasis (hyperbole and opinions concerning the message WC2g: Compose and upload a blog
each reading or viewing selection to infer, litotes). of a selection in creative oral means. entry based on a particular personal
to evaluate, and to express critical SS2d: Distinguish between credible topic of interest.
ideas. and incredible electronic information
LC1a: Recognize differences in voice sources.
levels and speech patterns. GS2e: Formulate embedded
sentences.
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.
II. CONTENT
Collocates Embedded sentences Inferring Blog enty using
Hyperbole Use of graphic Figures of Speech &
Litotes organizers Embedded
Sentences
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A.References
1. Teacher’s Guide 34-36 36-38 38-39 39
Pages

2. Learner’s Materials 72-73 73-77 77-78 78

Pages
 3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning a. CD recording of listening inputs Audio CD player
b. Pictures of Manila Bay Copy of activity Facebook Accounts
Resources c. Sound of waves
b. Projector (if digital
pictures will be used) Venn diagram Google accounts
d. dictionary
Samples of blog

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
IV. PROCEDURES 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 YOUR INITIAL TASKS (10 minutes)
Task 1. Defining ‘Beauty’
Lesson or Presenting 1.The students will reflect on what makes
the New Lesson something or someone beautiful.
2.They will complete the statements below
to clarify your beliefs about this idea and
the answers will be written on a sheet of
paper.

B. Establishing a MEET YOUR MATCH (5 minutes)

See Task 2 ‘Your Initial Tasks’.
Purpose for the a. The class will discuss and will name
Lesson examples of collocates.
b. They have to present the pair: Beauty +
History
d. The students will react on the pair and
will give examples of people, places, and
things that show beauty and history in the
Philippines.
e. Manila Bay will be introduced and the
students have to give good example of a
place that shows beauty and history.

C. Presenting
Examples/Instances LOOK IT UP (15 minutes)
of the Lesson See Task 3 ‘Your Initial Tasks’.
a. Using the dictionary, the students will
search for the meaning of words listed. (
LM, page 73)
b. They will use these words in sentences
about beauty and Manila Bay.
D.Discussing New Presentation
READING ( 30 minutes)
Concepts and See ‘Your Text’.
Practicing New Skills a. The students will listen to teacher
#1 reading the text thrice with a background
music.
b. They have to prepare the necessary
equipment for the activity.
c. They will be guided by the questions
that will be answered and discussed after
the third reading so they can arrive at a
conclusion.
d. The students will review their answers.
e. Pictures of a serene Manila Bay and a
picture of it during the battle will be shown.
f. They have to check if the text‘s
descriptions are consistent with what they
are seeing in the picture.
g. The students’ answers will be probed.

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
IV. PROCEDURES 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.
E. Discussing New Enrichment
PROMOTE MANILA BAY, Home
Concepts and work, (10 minutes)
Practicing New Skills See Task 1, ‘Your Discovery
#2 Tasks’.
a. The students have to discuss
the definition of hyperboles and
litotes with examples.
b.They will research important
details as their bases in making
own examples of litotes and
hyperbole that express the beauty
of Manila Bay.
c. The deadline must be set.
4. Expansion
IDENTIFYING EMBEDDED
CLAUSES (30 minutes)
See Task 2, ‘Your Discovery
Tasks’.
a. The students will review kernels
will make associations between
kernels and the lesson to be
presented.
b. They will zoom in to what
embedded clauses are. How the
sentence samples manifest the
features of embedded clauses will
be discussed.
c. They will also do Exercise 2.1,
2.2. and 2.3. (20 minutes)
(Controlled Grammar Practice)
F. Developing Mastery Task 3. Listen up (25 minutes)
(assignment)
(Leads to Formative 1.The students to the historical
Assessment 3) background of Manila Bay read by
the teacher.
2.They will take down helpful notes
to help them confirm the discussion
of the following statements in the
read text.
3. They will put a check mark () for
an information that is presented by
the text, and put a cross mark ()
for an information that is not
discussed.
4. They will review answers after
the second reading of the text and
their answers will be discussed.
G.Finding Practical Task 4. Hurrah for Manila Bay! (45
minutes)
Applications of a. Divide the class into groups.
Concepts and Skills in b. Each group will use the descriptions in
Daily Living composing a ‗hurrah chants that will
promote Manila Bay.
c. They will play with repetitions, rhymes,
and spell-outs (e.g. Give me an M-A-N-I-
L-A, go Manila!).
d. They have to practice reciting this
chant with the appropriate energy and
gestures. They can identify lines that
could be chanted as a group or by
selected individuals in the group.
e. Date of the presentation must be set.

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
V. PROCEDURES 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.
H.Making Task 5. Beauty + History ( 15 minutes)
1. The students will recall insights you
Generalizations and have gained in the past discussions.
Abstractions about 2. They have to create a venn diagram
the Lesson that will present their ideas about the
three topics.
3.They have to consider carefully the
overlap that between or among the
circles in your diagram.
4.They will write insights about beauty,
history, and Manila Bay in the circles
that represent them. A model will be
provided and the volunteers may share
outputs on the board.
 I. Evaluating Learning BLOG FOR MANILA (45 minutes)
a. The students will upload a blog that
will inform tourists about the beauty
and history of the place.
b. This will be based on their research
for the home work they did for
Discovery Task #1.
b. They will choose one from their list
of places that possess both history and
beauty.
c. They have to write a 3-paragraph
blog entry that features the following
about the place that they have chosen:
- Vivid description of the place
- Clear instructions/descriptions
of its location
- short historical background
- activities to do in the place
- Attractions in the place
d. They will underline the embedded
sentences and the figures of speech
used.
J. Additional Activities .
for Application or
Remediation

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 students learn?
VII. 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 by:

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