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 10 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
I. OBJECTIVES 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.
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 The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
Standards: 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 LC1g: Distinguish between and among the OL1g: Observe the right oral language VD1h: Explain why familiar, colloquial, and WC1h: Revise a series of simple paragraphs
functions of nonverbal cues: repetition, conventions when inquiring about, idiomatic expressions are used more often in in terms of content, style, and mechanics
Competencies/Objecti contradiction, substitution, complementation, summarizing, or reacting to what has been oral communication. collaboratively and
ves: and accentuation. listened to/read or observed. RC1e: Respond to ideas, issues, and independently.
concerns presented in a reading or viewing GS1e: Formulate compound sentences.
Write the LC Code for selection in creative forms. SS1e: Accomplish the appropriate library
each forms to locate, process, and document
resource information.
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
Non-verbal cues Oral Language Idiomatic Expressions Locating, Processing,
Conventions And Documenting
Resource Information

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
Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning
 Resource (LR)
portal
B. Other Learning
Resources Search engines CD’s
Gadgets Sound system

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
IV. PROCEDURES 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 Pre-assessment: (30 minutes)
the New Lesson 1. The students will review
lesson from module 1-9.
2. Pre-test. ( 30- item quiz)

1. Establishing a
Purpose for the They will also recall
Lesson the Final tasks
presented and will
determine significance
of such.( 5 MINUTES)

2. Presenting
Examples/Instances Some will be asked
of the Lesson to demonstrate what
they did present
already. (5 MINUTES)

3. Discussing New TALENT EXTRAVAGANZA

Concepts and (20 MINUTES)
Practicing New Skills PLANNING/
PREPARATION
#1
1. The students will stage a
Talent Extravaganza- the
culminating activity for the 2nd
Quarter, wherein they will
perform creative presentations.
2.The class will be divided into 5
 groups.
3. They can present readers
theater, choral reading, comical
skits, speech, poem, storytelling,
and the like.
4.Each group will be assigned to
different committees- décor,
physical arrangement,
program/ invitation,
documentation and
program coordinators.

5. The literary pieces/ texts that

will be used should be culled from
a reliable source and such must
be identified in the presentation.
6. They will be rated based on
the performance of the team and
the whole class. The highest rate
will be 5 and the lowest is 1.
7. They must be creative also in
their attire and props.
8. Other language teachers may
be invited to witness and to
evaluate their performance.
9. The speakers in the program
should also apply all the
conventions in writing to come up
with an effective output.

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
IV. PROCEDURES 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.
4. Discussing New
Concepts and TALENT
Practicing New Skills EXTRAVAGANZA-
#2 REHEARSAL/ THE 2ND Quarter
CULMINATING
PRACTICE ACTIVITY

5. Developing Mastery
 (Leads to Formative REHEARSAL/
Assessment 3)
Final PRACTICE
6. Finding Practical
Applications of The said activity
Concepts and Skills in
Daily Living
will be
documented and
maybe uploaded
for review and for
the students’
portfolio.

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
V. PROCEDURES 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.
7. Making
Generalizations and
Abstractions about
the Lesson

8. Evaluating Learning

9. 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