School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12 Teacher: MICHELLE P. EDOROT Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Week 5 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.
LC2f: Note familiar and unfamiliar
details from the narrative listened to.
OL2f: State the effect of a text listened
to, read,or viewed to one’s value
system.
VD2c:Identify figures of speech that
show contrast (irony, oxymoron, and
paradox).
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.
Oxymoron
VD2c:Identify figures of speech that
show contrast (irony, oxymoron,
and paradox).
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
RC1d: Determine the validity and
unity of the details of a parallel
informative text vis-à-vis its intended
purpose and production milieu.
Figures of speech
RC1e: Respond to ideas,issues, and
concerns presented in a reading or
viewing selection in creative forms.
WD2e: Compose a travelogue.
GS2c: Use varied verb
complementation forms.
Verb
Complementation Forms
GS2c: Use varied verb
complementation forms.
.
OL2f: State the effect of a text
listened to, read, or viewed to one’s
value system.
RC1e: Respond to ideas,issues, and
concerns presented in a reading or
viewing selection in creative forms.
RC1c: Determine the relevance and
unity of the elements of a literary
text vis-à-vis its intended purpose
and production milieu.
(Homework)
SS2c: Follow protocols in electronic
search engines to limit the
information search process.
Steps in Writing Process

III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 23-25 25-26 26-27 27

2. Learner’s Materials Pages 44-48 48-57 58-60 61

3. Textbook Pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Hand-outs
Copy of the activity/ Copy of the activity/ Pictures/ samples of food Samples at American English
travelogue posters ( PDF)
selection selection

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
IV.PROCEDURES 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 ACTIVE SCHEMA The students will discuss
WRAP UP THE FOOD (10 minutes)
or Presenting the New answers to the queries within
See Task 1 ‘Your Initial Tasks’.
Lesson Query: What food would seem irresistible the text that was their
for you? assignment. ( 10 minutes)
1. The class will be grouped into 5.
2. They will be asked to complete the lines
of the rap or the chant.
3. They will create a title for their rap or
chant before they will rap or chant it in
class.
B. Establishing a Purpose for PLEASE, PASS THE FOOD (20 minutes)
See Task 2 ‘Your Initial Tasks’.
the Lesson a. The students will list down the
questions regarding the rules or ways that
everyone follows in their household during
mealtime.
b. They will answer the questions they
formulated.
c. They will go around the class and
survey 5 classmates with the 5
questions.
d. They will be required to survey and to
sign after giving their responses.
Processing
The students will mention one similarity or
difference in household practices during
mealtimes. They will also identify whether
there are more differences in mealtime
practices among Filipino households and
problem they think will arise when one
attends a gathering or party.
C. Presenting
Examples/Instances of the SAY WHAT? (20 minutes)
Lesson Task 4 ‘Your Initial Tasks
1. The students will identify oxymoron.
2. They will be given more examples
before the actual exercise.
3. They will explain the meaning of the
oxymoron used in the sentence.
4. They will share the meaning to their
 seatmate.
D. Discussing New Concepts and Practicing Presentation
New Skills #1 BREADED CONTRADICTION (20
minutes)
See Task 1, ‘Your Discovery Tasks’.
a. The students will discuss the content
in each item to check their compliance
in reading the whole story. This may
take the form of a follow up question.
b. They will be asked to use the
oxymoronic expressions in a sentence
(if the time allows it).
LOCATE, REFLECT, EVALUATE! (30
minutes)
See Task 2, ‘Your Discovery Tasks’.
a. Have the students accomplish the
task in pairs.
b. They will prove the correctness of
their responses.
c. For statements 2, 4, 5, 6, 9, and 10
probe into students‘ value judgments
concerning the issues they represent.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
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.
Enrichment
THE SOUND OF MUSIC (30 minutes)
Task 3
a. The students will watch a clip of a
silent movie.
b. They will interpret the movie clip.
c. They will also come up with a silent
version of a plot choice from the story,
The Bread of Salt.
d. They should assign their technical/
audio persons in the group to create or
operate on the sound and music.
e. Their song choice should aid in
establishing the elements of the story
read.
f. They will create a score sheet for the
evaluation of presentations of
each group.
g. They will also rehearse in class.

F. Developing Mastery Expansion

WATCH OUT! (10 minutes)
(Leads to Formative The students will discuss further verb
Assessment 3) complementation form.
CONTROLLED GRAMMAR PRACTICE
(10 minutes)
a. They will supply correct form of VC on Task
3 in ‗Your Discovery Tasks‘.
b. Answers of the students will be processed.
 EXTENDED GRAMMAR PRACTICE (10
minutes)
Task 4. Tune in the Verbal Complement
a. The students perform another
exercise for verbal complementation.
b. Answers will be processed.

FOOD TRIP! (30 minutes)

See Task 5, ‘Your Discovery Tasks’.
1. The class will divided into 8 groups
and each group should come up food
travelogue poster with a specific
locality which would befit the setting
described by the narrator
2. They have to find out the food delicacy
of the place they have selected for the
story.
3. They will produce a picture or create a
drawing of the food which they will use
for the Food Trip poster.

G. Finding Practical PARTY AT DON ESTEBAN’S

Applications of Concepts and (Gallery Walk) 30 minutes
The students will be informed on
Skills in Daily Living how one behaves in a museum, what
can possibly be transpired between
those who put up their artwork in the
museum and those who come in to
see the exhibit. This will be the same
decorum which they would observe in
this activity.
Task Distribution:
1. A group will be assigned in a
corner or area in the room where
they could post their work.
2. Space for the walk through will be
allotted for the students.
3. They will engage in asking and
answering about the outputs they
have created.
4. When possible, they will prepare
food and bring it to class for the
museum activity. The food should
come in light (like biscuits or fruit
slices, water will do for the
refreshments) If possible, integrate
with the cooking class to work on the
regional delicacy of specific places
chosen in the activity.
5. They will also bring music to class.
6. They will prepare their blue and red
strip of paper for the evaluation.
7. There will be a quick count and
announcement of the winner of the

V. PROCEDURES
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI.REMARKS
class choice before the session ends.
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 ( 30 minutes)
a. The student will write down several
significant human experiences they
may draw out from the story.
b. They will write down, too, the moral
of the story.
c. They will choose one specific
statement and let them come up with
three supporting ideas to strengthen
their statement.
d. They will share with a seatmate their
thoughts about the story.
e. They will also create a topic for the
library activity.
Final task. ( Homework)
A Recipe for Chances
The students will informed the first step
in writing is to narrow down broad
topic. They have to write the broad
topic in the box. Then they need to
follow the directions in the subsequent
boxes. The examples and the
guidelines that they should follow are
indicated on page 59 of the LM.
READING HOMEWORK
See ‘Your Text’.
1. They will read the selection, The Bread of
Salt.
2. They will respond to the questions within
the text on a one-whole sheet of paper.
 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
VII. REFLECTION help the 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:

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