FRANCISCO P.
FELIX MEMORIAL NATIONAL HIGH
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)
School: SCHOOL Grade Level: VII
Teacher: CESAR AMIEL M.GAMARA Learning Area: ENGLISH
Teaching Dates and
Time: Week 2 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 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.
OL2a: Narrate specific RC1a: Use predictive and anticipatory LC2a: Note specific elements of the RC1e: Respond to ideas, issues, and
personal experiences devices/tasks to activate prior knowledge narrative listened to. concerns presented in a reading or
related to the ideas about the topic of reading/viewing
selection.
viewing selection in creative forms.
presented in a selection. RC1c: Determine the relevance and unity WC2a: Identify features of narrative
of the elements of a literary text vis-à-vis its writing. SS2a: Identify the features of primary
intended purpose and production milieu. information sources.
VD2a: Distinguish
between literal and GS2a: Use correct determiners.
figurative expressions.
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.
Top-Down and Bottom Up Issuance of Cards
Listening Activity Top-Down and Bottom Up Top-Down and Bottom Up
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.
2-4 4 5-6 7
1-2 2-5 6 6
-
 portal
B. Other Learning Resources
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
D. Discussing New Concepts and
Practicing New Skills #1
Fact sheets/pictures Mp3 songs Mp3 songs LM/ Activity Sheets
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.
Pre-assessment Pre-assessment
Students will do Learning Task 1 Students will do Learning Task
and Learning Task 2 3
(5 minutes) Learners will share their Learners will share their
The learners will focus on the answers in front of the class. answers in front of the class.
difference between TOP-DOWN and
BOTTOM UP
(5 minutes) The learners will be asked to The learners will be asked to The learners will be asked to The learners will be
The learners will be asked to give give examples based on the give examples based on the give examples based on the asked to give examples
examples based on the description given description given description given based on the description
description given given
 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.
E. Discussing New Concepts and STUDENTS WILL FO

Practicing New Skills #2

F. Developing Mastery LOUD AND CLEAR! (30 minutes)

a. Assign students into triads. Play an
(Leads to Formative Assessment 3) audio file of the selection, “There’s A
Teenager in the House by Kerima
Polotan-Tuvera. Tell the students to try
to remember as much information as
they can from the recording. The
recording will only be played twice.
b. Ask the triads to list down the most
important information they could about
the text. The information must be in the
order that it appeared in the listening
text.
c. After writing down the information,
each triad must assign a reporter who
will be asked to report his/her triad‘s
information.
d. The information being presented will
be corrected by the teacher.
e. They will probe why it was easy to
take down the details of the
narrative. This can be used as a springboard
to detail the properties of narrative
texts.

ORAL PRACTICE (20 minutes)

a. Ask the students to pair up.
b. Each pair will take turns sharing an
anecdote.
c. After the anecdotes have been
shared, the job of the other member is to
relay the anecdote as best as s/he could.
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
EXAMINING SENTENCES (15
minutes)
a. The students will examine several
sentences about narratives that amy
or may not include several examples
of determiners properly.
b. Elicit from the students their
observations, corrections and
generalizations about determiners.
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. The students will perform Task
4 in Your Discovery Tasks‘.
b. The answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students perform
another exercise covering the
subject of determiners.
b. Process the answers of the
students.
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.
INSIGHTS SHARING (20
minutes)
a. Each student will write on a sheet of
paper three ideas:
i. why the views of other people
about us matter
ii. how we could learn more about
ourselves through others
iii. why identity is such an
important subject for teenagers
b. Have each student discuss his/her
ideas with a partner.
c. Have each pair join another pair to
expand their sharing.
d. Call on a few students to share their
small group sharing.
e. Synthesize the lesson.
YOUR FINAL TASK
A Story from my Past
The learners will think of a story from
childhood when they played a prank on
a sibling, friend, or parent. They may
interview him or her if they are still in
good terms with the said person so that
you can get a more complete view of
that episode. They will complete the
statement that follows the grid.
J. Additional Activities for
Application or Remediation
VI. REMARKS
The students may use other
people’s experience. They can
conduct interview with the
person and acquire what is
asked in the Final Task. They
can also use the social media to
attain this task.
 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
VII.REFLECTION 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 this 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:

CESAR AMIEL M. GAMARA
Teacher 2 DR, LARRY MALAPIT
OIC- JICA