Annex 1C to DepEd Order No. 42, s.

2016

Ireneo L. Santiago National

School Grade Level 7
Grades 1 to 12 High School
DAILY LESSON Teacher Kristia Mae A. Cellona Section
LOG Teaching Dates Learning Area English
Time Quarter III
1. OBJECTIVES
The learner demonstrates understanding of: Philippine literature in the
Period of Emergence as a tool to assert one’s identity; strategies in listening
to and viewing of informate and short narrative texts; word relationships
A. Content Standards
and associations; informative speech forms; and use of direct/reported
speech, passive/active voice, simple past and past perfect tenses and
sentence connectors.
The learner transfer learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and
B. Performance appropriate listening and viewing strategies; expressing ideas, opinions, and
Standards feelings through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly and appropriately.
C. Learning
Competencies Use the universe of the text to activate one’s schema
(Write the LC LC Code:EN7RC-III-d-8.2
Code for each)

11. CONTENT Context Clues

111. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources
(LR)nportal)
B. Other Learning Powerpoint Presentation
Resources https://www.moralstories.org/lion-and-his-fear/
www.k12reader.com

1V. 1V. PROCEDURES

A1. ACTIVITIES
Task 1: Word Treasure Hunt
A. Reviewing previous
Directions: Read the fable “The Lion and His Fear”. Whenever an unknown
lesson or presenting
word shows up, the game is about to begin.
the new lesson
Task 2: Spell me out
B. Establishing a
Directions: In the story read, spell the words correctly.
purpose for the lesson

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 Annex 1C to DepEd Order No. 42, s.2016
A2 ANALYSIS
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing 1. What is context clue?
new skills #1
E. Discussing new
concepts and practicing
new skills #2
A3 ABSTRACTION

H. Making Context clues are hints that an author gives to help define a difficult or unusual
generalizations and word.
abstractions about the
lesson
A4 APPLICATION Word Meaning Game
F. Developing mastery
(Leads to Formative 1. I saw the bird soar in the sky.
Assessment 3) 2. The class elected Terry as
president.
3. My bashful dog is afraid of noises.
4. The citizens of our town like a parade.
5. The farmer planted seeds in the soil.

VALUING
G. Finding practical
How can context clues help us?
applications of concepts
and skills in daily living
Word Discovery
EVALUATION Directions: Each sentence below has an underlined word. Circle the letter of
Evaluating Learning the word below the sentence that means the same thing. Use context clue in
the sentence to help find the right word.

1. The cruel girl stole her sister’s cookie.

A. slow B. garden C. mean
2. The fish swam in the large stream.
A. car B. river C. fan
3. The wealthy woman gave money to the poor children.
A. rich B. purple C. hungry
4. The mouse nibbled on the cheese.
A. sat B. slept C. ate
5. We looked at the atlas to find India.
A. map B. pencil C. clouds

AGREEMENT
J. Additional activities Use context clues to unlock unfamiliar words.
for application or
remediation

V. REMARK

V1 REFLECTION

A. No. of learners who

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 Annex 1C to DepEd Order No. 42, s.2016
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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
teachings strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:

KRISTIA MAE A. CELLONA

Signature over printed name

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 Annex 1C to DepEd Order No. 42, s.2016
SUMMARY

The story is about Eddie as a little kid who often gets picked on by his sister.
One day, Eddie saw his sister beating his dog with a stick, he felt hate like a caged, angry beast in his chest. He
could not cry to his sister because she had a weak heart. He recalled the things his sister did to him.

For Eddie, his sister, Delia was the meanest creature he knew. He remembered when he was furiously hit by his
sister when she learned that the leg of her doll was accidentally torn by him.

Nothing Eddie did ever pleased her. Destroying willfully anything he liked had become a habit for her. She even
told Berto to kill his monkey because it snickered at her one morning, while she was brushing her teeth.

Eddie did not tell anything when she told Father that she did not like Eddie's pigeon house because it stank and
he had to give away his pigeons and Berto had to chop the house into kindling wood.

He learned how to hold himself because he knew they had to put up with her whims to keep her calm and quiet.
But when she dumped his butterflies into a waste can and burned
Eddie got a big centipede that Berto found under the stack he chopped them in the backyard, he realized that
she was spiting him.
. He made sure that it was dead and placed it in a white cloth.

He unwrapped and threw it on the lap of his sister whom he hated so much. His sister collapsed. Her voice
dragged off into a painstaking moan.

Eddie was engulfed by a sudden feeling of pity and guilt. He cried kneeling before her, telling her that the
centipede was dead.
How is your decision-making in life? Have you ever made one that you regretted?

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