School: Grade Level: Grade 7

Grade 1 to 12 Teacher: Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 1 )

I. OBJECTIVES: Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards 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; phrases, clauses, and sentences meaningfully and appropriately.
c. Learning Competencies/Objectives 1.Use single word adjectives 1. Unlock the meaning of words as 1. Distinguis between figurative 1. Use determiners correctly. 1. Write an anecdote following
Write the LC code for each in describing yourself and your used in sentences. and literal language. in the features of narrative text.
classmates. 2. Narrate an incedent in your 2. Differentiate a narrative text
2. Explain why your views about life which is similar to the one from other types of texts.
yourself maybe different from found in the selection.
how others view you. OL 2a
WC 2a

II. CONTENT: Adjectives The Centipede (by Rony V. Diaz) Figurative Language Determiners Sharing (Oral) anecdote
III. Learning Resources: Writing Anecdote
A. References
1. Teacher's Guide pages TG p.3
2. Learner's Materials pages LM pp.1-2
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:

What incident in your life which is Cite examples of literal and

A. Reviewing previous lesson or presenting the Retell your favorite Filipino epic in 2 to Describe your favorite author and
3 paragraph. describe in 5 words of an adjectives. similar to the one found in the Figurative language.
Give the rules in using the article.
selection.

Present the authors background

B. Establishing a purpose for the lesson Define Adjectives The Centipede Define Figurative language When to use A,An, The Sharing an Anecdote to the class
By Rony V. Diaz

Use single word adjectives in

describing yourself and your Use context Clues in finding Discuss literal and sight more Differentiate a narrative from other
C. Presenting examples/instances of the classmates Synonyms ( LM. P.5 Task 1) examples.
Discuss Article (A,An, The)
types of texts.

D. Discussing new concepts and practicing
Complete the visual Organizer and Have them listen to the text "The Let the students to read the
write 5 or 10 traits which you believe Discuss Figurative and more Narrative There's A Teenager in Have them listen to the text "There's
you have. (Task 1 LM p 1 How I
Centipede " and remind them to
examples. A Teenager in the House".
answer the guide questions. the House.
View Myself)

D. Discussing new concepts and practicing
Complete the visual Organizer and Have them listen to the text "The Let the students to read the
write 5 or 10 traits which you believe Discuss Figurative and more Narrative There's A Teenager in Have them listen to the text "There's
you have. (Task 1 LM p 1 How I
Centipede " and remind them to
examples. A Teenager in the House".
answer the guide questions. the House.
View Myself)

Make a graphic organizer write your

name at the center of a circle,and let Locate information in the selection to Find out sentences with Let the students to list down the most
important information and must be in
E. Discussing the new concept and practicing your classmates describe in one word complete the table. (LM p. 5 Task examples of determiners in
the order that appeared in the
and must be an adjectives (Task 2 3 , Locate,Reflect, Evaluate ) Narrative
LM pp.1&2 How Others View Me ) listening text.

Compare and Contrast the results of Complete the graphic organizer Choose determiners that will
Explain the difference between Call some students to report his/her
F. Developing Mastery the two task "How I View Myself", and about elements of a story using the best complete each sentence.
the literal and figurative language. (LM p. 6 Task 4 . A ) information gathered.
How Others View Me" story The Centipede.

G. Finding practical aplications of Determine whether the

Find out how similar are they and How Let the students to determine sentences are using the Each pair will take turns sharing an
concepts and skills in daily living different are they? whether the statement is literal or underlined determiners anecdote .
Figurative ( Oral Recitation) correctly.( LM p.6 Task 4 B )

Explain if there are disparities Write the alternative endings to two

H. Making generalizations and abstraction between how they view themselves to three paragraphs and share in the Rules in using the articles Present Mechanics in writing
and how other view them. class.

Why your views about yourself is
I. Evaluating Learning different from how others view you?
Critique each alternative ending Determine whether each Perform another exercise
based on the given story. Examine its statement is literal or figurative.
plausibility and its viability given the ( LM p. 5 Task 2 )
covering the subject of
determiners. Writing an Anecdote
given elements in the story.
Sharing anecdote to the class

J. Additional activities for aplication for remedi Read the selections "The
Centipeded"by Rony V. Diaz,
What is anecdote? Ask the students to do the Final Task "
A Stormy from my Past"

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evalu184 learners 150 learners 190 learners 140 learners 180 learners
B. No. of learners who require additional activit36 learners 100 learners 60 learners 110 learners 70 learners

2
Yes, 30 learners Yes, 65 learners 40 learners 85 learners

c. Did the remedial lessons work? No. of learners who have

caught up with the lesson

D. No. of learners who continue to require rem6 learners 45 learners 20 learners 25 learners 20 learners
E. Which of my teaching strategies worked well? Why did

this work? Oral and Written activity Written Activity Oral and Written Activity Written Activity
F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover
which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
3
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 2 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards
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; phrases, clauses, and sentences meaningfully and appropriately.

Lc2b Determine the order of significant

events in the text listened to.
c. Learning Competencies/Objectives RC1b Use information in a reading selection
Write the LC code for each to infer, to evaluate, and to express critical
ideas.
VD2b Identify figures of speech that WC2b Distinguish and among a journal WC2b Distinguish and among a journal
show comparison. RC1e entry, an anecdote, a travelouge and a entry, an anecdote, a travelouge and a
GS2a Use correct
Respond the ideas, issues and concerns
presented in a reading selection in
determiners .
personal entry.
SS2a Identify the features of primary
personal entry.
Identify the features of primary
SS2a

* Use demontrations and examples to know creative form. informations sources. informations sources.
meaning of words and phrases.

II. CONTENT: The Mats The Mats Determiners Writings Writings

III. Learning Resources:

A. References
1. Teacher's Guide pages TG p.9 - 10 TG p. 10 TG p.11 TG p. 11 TG p. 11

2. Learner's Materials pages LP pp. 7 to 12 LP pp. 12- 13 LP pp. 13-14 LP p.15 LP p.15
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
copies of listening and reading text copies of listening and reading text
B. Other Learning Resources
chart charts charts charts
IV. PROCEDURES:

Present sentences taken

A. Reviewing previous lesson or presenting the new lessonAsk the students to give the meanings of
words trough demonstrations and examples.
Ask the students to retell the story "
The Mats"
from the story that contains
Have the students enumerate
different sources in the library.
Have the students enumerate different
sources in the library.
determiners.

Elecit from the students

Ask the students their experiences regarding Explain the concept of a sociogram for their observations with Ask them the importance of these Ask them the importance of these sources
B. Establishing a purpose for the lesson remembering dead loved ones. better understanding of the story. particular focus on sources in conducting a research. in conducting a research.
determiners.

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
D. Discussing new concepts and practicing
E. Discussing the new concept and practicing new
F. Developing Mastery
G. Finding practical aplications of
concepts and skills in daily living
H. Making generalizations and abstraction
I. Evaluating Learning
J. Additional activities for aplication for remediation
Ask the students their experiences regarding Explain the concept of a sociogram for their observations with
remembering dead loved ones.
Discuss on students the author's background.
Have the students read the text by group.
( Jigsaw reading)
Answer the questions in Task 1 LM p. 12
Cite situations showing how important to
remember our ed ones.dead lov
Have the students to make the
generalizations about Filipino attitudes and
traditions in remembering dead loved ones.
Have the students to read dramatically the
parts assigned to them.
better understanding of the story.
Ask them to make a sociogram for the
Angeles family.
Perform Task 2 LM page 12.
Do Task 3 on LM page 13.
Give instances that we need to use
similes in our sentences for emphasis.
Summarize the day's discussion.
Elecit from the students
Ask them the importance of these Ask them the importance of these sources
particular focus on sources in conducting a research. in conducting a research.
determiners.
Guide them in comparing and
Guide them in comparing and constracting
constracting primary from secondary
primary from secondary sources.
sources.
Ask students to do Task 4 on
LM page 14
Perform Task 1 in Lm page 15 Perform Task 1 in Lm page 15
Discuss/ differentiate primary from Discuss/ differentiate primary from
secondary sources. secondary sources.
Present samples of journal entry, Present samples of journal entry,
travelouge, anecdote, personal letter, travelouge, anecdote, personal letter, and
Discuss the answers of the
previous task.
and blog entry. Have them discuss blog entry. Have them discuss their
their similarities and differences in similarities and differences in terms of
terms of formats and functions. formats and functions.
Have the students to make
the generalizations about
the use and functions of Summarize the day's discussion. Summarize the day's discussion.
determiners.
Write a personal letter to mr. Angeles Write a personal letter to mr. Angeles
expressing your sympathy and expressing your sympathy and
encouragement. encouragement.
J. Additional activities for aplication for remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation 220 learners 180 learners 210 learners 155 learners
B. No. of learners who require additional activities 30 learners 70 learners 80 learners 65 learners
c. Did the remedial lessons work? No. of learners who havYes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

caught up with the lesson

D. No. of learners who continue to require remediation 10 learners 25 learners 25 learners 18 learners
Big Brother and Sister
E. Which of my teaching strategies worked well? Why did
this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
6
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 3 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards 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; phrases, clauses, and sentences meaningfully and appropriately.

c. Learning Competencies/Objectives
Write the LC code for each
RC1a: Use predictive and WC2d: Compose an anecdote
VD2b: Identify figures of speech GS2b:Use varied noun GS2b:Use varied noun based on a significant personal
anticipatory devices/tasks to that shows comparison:analogy complementation form complementation form
activate prior knowledge about the experience
topic of reading/viewing selection
RC1b:Use information presented in
reading or viewing selection to
infer, to evaluate and to express
critical ideas

How MY Brother Leon Brought How MY Brother Leon Brought

II. CONTENT: Simile and Metaphor Noun Complement Noun Complement
Home A Wife Home A Wife

III. Learning Resources:

A. References
1. Teacher's Guide pages TG pp.13-14 TG pp. 14-15 TG p. 15 TG p. 15 TG p. 16

2. Learner's Materials pages LM pp. 16-22 LM p. 23 LM pp. 23-24 LM pp. 23-24 LM p. 25

3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:
Ask students the Moral of the Stor
Ask students to create a
A. Reviewing previous lesson or presenting the new Explain their understanding about
Journal Entry How My Brother Leon Brought
Differentiate Metaphor
and Simile sentence using noun
complement
Home His Wife

7

Define terms that express local
B. Establishing a purpose for the lesson color and use it in a sentence to
better understand the text
Group the students into 5, let the
members of each group help one
C. Presenting examples/instances of the another to fully understand the
story
Answer the comprehension
D. Discussing new concepts and practicing question
In pairs, write an alternative ending Identify if the sentence is Simile Write their own
E. Discussing the new concept and practicing new of the story
F. Developing Mastery
Trace the journey showing the
different test that Maria had
undergone
G. Finding practical application of concepts and skills
Share ideas on how we view a city
girl/boy and " probinsyana /
daily living probinsyano"
Call students to share the lesson of
H. Making generalizations and abstraction the story
Justify if Maria will be a good wife
I. Evaluating Learning to Leon
J. Additional activities for aplication for remediation
Differentiate two sentences
provided by the teacher
Explain Simile and Metaphor
Game: Fill in the blank
" I am like / a _____"
or Metaphor
Change the sentences from
Simile to Metaphor
Share students' experiences on
when they use simile and
metaphor
Ask students the purpose of
figures of speech
Provide a poem and let the
students write the lines from the
poem which uses simile and
metaphor
Provide sentences
containing noun
complement
Review the topic Noun
-Ask the Complement
students their idea of a
noun complement
Discuss the topic noun Provide samples sentences
complement and let the students identify
the noun complement Cite an expectations that the
students normally faced from
their parents, teachers or friends
Underline the noun
complement in every
sentence Let the students create their Ask if they were able to fulfill
own sentences these expectation
Does it affect the relationship with
sentences containing Evaluate the students output these people?
noun complement
Check the students'
output
Write an anecdote narrating
about the expectation of love
ones not met
Explain the importance of the
topic
Teacher then
Discuss the lesson learned from
summarizes the day's
the experience they shared
discussion
Underline the noun
Review about Noun complement in the song " Sky
Sown With Stars"
V. REMARKS:
8

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation 220 learners 180 learners 210 learners 155 learners
B. No. of learners who require additional activities 30 learners 70 learners 80 learners 65 learners
c. Did the remedial lessons work? No. of learners whYes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

caught up with the lesson

D. No. of learners who continue to require remediat 10 learners 25 learners 25 learners 18 learners
E. Which of my teaching strategies worked well? WhyBig Brother and Sister
this work?
F. What difficulties did I encountered which my principal
or supervisor can help me solve?
G. What innovation or localized matrials did I use/ discover
which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
9
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 4 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards
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; phrases, clauses, and sentences meaningfully and appropriately.

c. Learning Competencies/Objectives RC 1a: Use predictive and anticipatory

Write the LC code for each devices/tasks to activate prior RC1b: Use information RC1e: Respond to ideas,
knowledge about the topic of presented in a reading or issues, and concerns
reading/viewing selection RC 1d: viewing selection to infer, to presented in reading or GS2c: Use varied verb OL2e: Talk about why and how
Determine the validity and unity of the evaluate, and to express viewing selection in a complementation forms people react differently to a text
details of a parallel informative text critical ideas creative form listened to, read or viewed based
vis-à-vis its intended purpose and on one's background knowledge
production milieu purpose and point of view

II. CONTENT: I Don't Want You To Go Wedding Dance Wedding Dance Verb Complement Debate

III. Learning Resources:

A. References TG pp. 18 -19 TG pp. 19 -20 pp. 20-21 TG p. 21 TG p. 19
1. Teacher's Guide pages LP pp.27-28 LP pp. 30-37 LP pp. 37-40 LPp p. 40-41 LM p. 29

2. Learner's Materials pages

3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:

A. Reviewing previous lesson or presenting the new less Ask about Noun Complement Recapitulate the activity yesterday

If you were to imagine Awiyao

Compare and Contrast the & Lumnayin a dance, how would

emotion of the song listened to Show pictures of regional dancesyou classify their dance? Was it a Solicit ideas about the word
B. Establishing a purpose for the lesson Get sample sentences from the story
Debate
dance of love or a dance of

disappointment

10
 Discuss the difference between the
C. Presenting examples/instances of the two poetry based on its message
Take down words that caught your
D. Discussing new concepts and practicing attention and draw images which you Answer Comprehension Quest Discuss the advantages of Give further examples
could associate with the song
Write T if you agree with the
statement and F if you disagree. Take
E. Discussing the new concept and practicing new line from the song to support your
answer
F. Developing Mastery Pair Activity: Share a story you have step and B (Backward) if the
encountered from the past which you
could relate with the song
G. Finding practical application of concepts and skills in
daily living
Express different views on when
love is worth fighting for
H. Making generalizations and abstraction
Face to Face (Debate) planning to be
I. Evaluating Learning performed on Friday
J. Additional activities for aplication for remediation Read the Story The Wedding Dance
V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned 80% in the evaluation 220 learners
Discuss the Story : The
Wedding Dance
the activity
Write F (Forward) if the
character just did a forward
character did a backward
step through the given lines
in the story
Ask students the lesson that
they learned from the story
Locate information in the
selection to determine
whether each statement is
true or false
Remind the students about
the activity Interpretative
Dance
180 learners
Discuss the meaning of Explain the advantages of
Interpretative Dance
Explain verb complement
performing Debate
Discuss the rules and process on
How to perform a Debate
Explain the criteria of the Pair Activity: Help each other to Give students time to think aout
activity create at least 2 sentences each their assigned motion
verb features
Call representative of each
Interpretative Dance group and let them present their Face to Face
work
Explain the importance of verb Call students to give ideas on the
complement importance of debate
Solicit ideas about their
Call students to differentiate the Teacher then summarizes the
thoughts about the
3 features of verb day's discussion
activity
Identify if the sentences are
Give comments based on
their performance
followed by 1 object, 2 objects Face to Face
or objects + infinitive
Review about verbs Research about Debate
210 learners 155 learners
B. No. of learners who require additional activities 30 learners 70 learners 80 learners 65 learners

11
Yes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

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 10 learners 25 learners 25 learners 18 learners
E. Which of my teaching strategies worked well? Why didBig Brother and Sister
this work?
F. What difficulties did I encountered which my principal
or supervisor can help me solve?
G. What innovation or localized matrials did I use/ discover
which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
12
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 5 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards
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; phrases, clauses, and sentences meaningfully and appropriately.
RC 1A: Use predictive and VD2c: Identify figures of speech RC1e: Respond to the ideas, GS2c: Use varied verb OL2f: State the effect of a text listened
anticipatory devices/tasks to that show contrast issues, and concerns presented in complementation forms to, read, or viewed to one's value
c. Learning Competencies/Objectives activate prior knowledge about a reading or viewing selection in system
the topic of reading/viewing creative forms
Write the LC code for each selection

II. CONTENT: Table Manners Figures of Speech The Bread of Salt Verb Compliments The Bread of Salt

III. Learning Resources:

A. References
TG p.24 TG p.25 TG p. 25 TG p. 26 TG p.25
1. Teacher's Guide pages
LM p. 44-45 LM p. 47-48 LM p. 49-56 LM p. 59 LM p. 58
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:
A. Reviewing previous lesson or present
What is Debate? Table Etiquette Examples of Irony, Oxymoron and Summary of the Story “The What is a silent kit?
Paradox Bread of Salt”

What is a Rap? What is an Oxymoron? Irony? Answer the Jigsaw Puzzle to What are Verb Compliments? Discuss the objectives of the activity
Paradox? How are they unlock the difficult words When are they used?
B. Establishing a purpose for the lesson different from each other?

Presenting examles of
Presenting a video clip or a
C. Presenting examples/instances of the dialogue about table manners
sentences with figures of Watch a clip of a silent movie. Review of verbs Explain the criteria of the activity
speech.

Rules or ways that everyone
D. Discussing new concepts and practici follows in their household during
mealtime.
Definition of Figures of Speech Present two different
Author’s Background and
(Irony, Oxymoron, and
summary of the story
sentences and explain the Set rules to follow during the activity
Paradox) difference in terms of meaning

Prepared by: ___________________________(Teacher) Checked by:______________________(Principal)

 Rules or ways that everyone
D. Discussing new concepts and practici follows in their household during
mealtime.
Definition of Figures of Speech Present two different
Author’s Background and
(Irony, Oxymoron, and
summary of the story
sentences and explain the Set rules to follow during the activity
Paradox) difference in terms of meaning

Fill in the blanks with your favorite

food to the uncomplete lyrics of Role Play (Silent Skit planning to Present sample dialogue
E. Discussing the new concept and prac the chant. After completion, Use it in a sentence!
be performed on FRIDAY) (Pair Activity)
Role Play
create a beat to tune it into a rap
or chant

Looking for oxymoronic Complete the sentences by

F. Developing Mastery Present the group wok expressions from the Answer True or False question filling the verb complement of Explain the importance of the activity
statements. your choice

G. Finding practical aplications of

concepts and skills in daily living Importance of studying figures How to use verb compliments Call one student to generalize the
Sharing of personal experiences Moral of the story
of speech in everyday conversations day's activity

Importance of studying figures Moral of the story How to use verb compliments Taking pride of ones locality and
of speech in everyday conversations country.
Table Manners: the do’s and
H. Making generalizations and abstracti don’ts.

Choose the oxymoronic Write down several significant Fill in the correct verb Provide comments in every
expression which will fit in the human experiences they may complement performance
given statement draw from the story
I. Evaluating Learning

J. Additional activities for aplication for

remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in th220 learners 180 learners 210 learners 155 learners

B. No. of learners who require additional30 learners 70 learners 80 learners 65 learners

c. Did the remedial lessons work? No. o Yes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners
caught up with the lesson

Prepared by: ___________________________(Teacher) Checked by:______________________(Principal)

 10 learners 25 learners 25 learners 18 learners

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did
this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?
G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?

For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by: ___________________________(Teacher) Checked by:______________________(Principal)

 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 6 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

A. Content Standards
B. Performance Standards
c. Learning Competencies/Objectives
Write the LC code for each
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely listening
and viewing strategies; differences 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; phrases, clauses, and sentences meaningfully and appropriately.
RC1a: Use predictive and RC1e: Respond to ideas, issues GS2d: Formulate meaningful GS2d: Formulate meaningful WD2f: Compose a letter to a friend,
anticipatory devices/tasks to and concerns presented in a kernel sentences kernel sentences relative and other people
activate prior knowledge about reading or viewing selection in
the topic of reading/viewing creative forms
selection

II. CONTENT: Idiomatic Expression The Baby in the Bottle Kernel Sentence Kernels The Baby in the Bottle

III. Learning Resources:

A. References
1. Teacher's Guide pages TG p.29 TG p.29 TG p. 32 TG p. 32 TG p. 33

2. Learner's Materials pages LM p. 62 LM pp. 63-67 LM p. 69 LM pp. 69-70 LP p.70

3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:

A. Reviewing previous lesson or presenting Moral of the story

Ask students if they have

B. Establishing a purpose for the lesson What is Idiomatic Expression? What is a Kernel Sentence? Review Kernel sentence encountered grieving for a long
time?

Give another samples on Explain the objective of the day's

C. Presenting examples/instances of the Explain Idiomatic expression Read the story Explain Kernel sentence
kernel sentence activity

Prepared by: ___________________________(Teacher) Checked by:___________________________(Principal)

 Give the meaning of the Answer comprehension Provide examples Allow students tocreate their Review on the parts of the letter and
following Idiomatic Expression question own kernel sentences its format

D. Discussing new concepts and practicing

Use idiomatic expression in a Create a short chant for the Let the students create their
E. Discussing the new concept and dialogue lesson of the story own sentences
practicing new

F. Developing Mastery Check students' output

G. Finding practical aplications of Explain when to use idiomatic Give importance on the use Give importance on the use
expression of kernel sentence of kernel sentence Express the ideas on coping with loss
concepts and skills in daily living

Give generalization on the Let the students summarize Let the students summarize
H. Making generalizations and abstraction activity
Moral of the Story
the day's topic the day's topic

Match the correct definition in
I. Evaluating Learning every idioms
Determine what the baby and Identify the kernel sentence Read the text and identify Write a letter to Mr. Libre's wife and
the bottle symbolize in the text in the paragraph whether the numbered give her comfort on how to cope
sentences are kernels by with loss
writing K (kernel and NK (not
kernel) for every item

Reflect on the Moral of the

J. Additional activities for aplication for rem Read the story Baby in the Bottle What is a kernel sentence? Review on kernel sentence
story The Baby in the Bottle

V. REMARKS:

VI. REFLECTION:
A. No. of learners who earned 80% in the
evaluation 220 learners 180 learners 210 learners 155 learners

B. No. of learners who require additional acti30 learners 70 learners 80 learners 65 learners

c. Did the remedial lessons work? No. of

learners who have Yes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

caught up with the lesson

D. No. of learners who continue to require
remediation

10 learners 25 learners 25 learners 18 learners

Prepared by: ___________________________(Teacher) Checked by:___________________________(Principal)

E. Which of my teaching strategies worked Big Brother and Sister
well? Why did

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?

For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by:_________________________(Teacher) Checked by: _________________________(Principal)

Prepared by: ___________________________(Teacher) Checked by:___________________________(Principal)

 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 7 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
c. Learning Competencies/Objectives
Write the LC code for each
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; phrases, clauses, and sentences meaningfully and appropriately.
RC1a: Use predictive and anticipatory VD2d: Identify figures of GS2e: Formulate embedded sentences OL2g: Present points of view and OL2g: Present points of view
devices/tasks to activate prior speech that show emphasis opinions concernig the message of a and opinions concernig the
knowledge about the topic of selection in creative oral means message of a selection in
reading/viewing selection creative oral means

Moonlight in Manila Bay Figures of Speech Embedded Clause Why Manila Bay is a Tourist Why Manila Bay is a Tourist
Attraction? Attraction?
II. CONTENT:

III. Learning Resources:

A. References
TG p. 35 TG. p. 36 TG p. 37 TG p. 38-39 TG p. 38-39
1. Teacher's Guide pages
LP p. 72 LP p. 73 LP p. 74-75 LP p. 76-77 LP p. 76-77
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:

A. Reviewing previous lesson or Explain about the moral of the story Define beauty What is hyperbole? Call students to recall about Call students to have a review
presenting the new lesson the Baby in the bottle embedded clause on yesterday's discussion

B. Establishing a purpose for the lesson How do you define beauty? What is an embedded clause? Ask students' idea about Manila Bay Review the topic Why Manila
Bay is a Tourist Attraction

Prepared by: ________________________________(Teacher) Checked by: _____________________________________(Principal)

C. Presenting examples/instances of the Complete the statements to clarify
the students' belief about beauty
Studying lines from the poem
Moonlight on Manila Bay
Explain the topic Embedded Clause? Let the students read the text Why
Manila Bay is Tourist Attraction?
Explain the objective of today's
activity

D. Discussing new concepts and Explain the mechanics of the

Unlock Difficult words from the poem Review the topic Hyperbole Provide sample sentences for further Ask the students comprehension activity. Remind the students
practicing understanding questions about the criteria

Explain how the sentences samples Put a check mark for an information
E. Discussing the new concept and Explain the poem Moonlight on Give Examples on Hyperbole manifest the features of embedded that is presented by the text, and put Have the group present their
practicing new Manila Bay clauses a cross mark for an information that is activity
not discussed

F. Developing Mastery
Comprehension Questions Brainstorm on the ideas about Identify 5 Embedded Clause from the Ask again their views about Manila Monitor the group and provide
Manila Bay text Bay comments for improvement

G. Finding practical aplications of

State their different views of beauty Importance of Hyperbole Explain the purpose of embedded State the essence of Manila Bay as a State the essence of Manila Bay
concepts and skills in daily living clause Tourist attraction as a Tourist attraction

H. Making generalizations and Call students to give the meaning of Summarize the day's discussion Call students to give generalization on Call students to give
abstraction beauty the topic generalization on the topic

Ask the students if their ideas

Formulate Three catchy and From the text about Why Manila Bay Form a group and use the descriptions about beauty, history and
I. Evaluating Learning interesting lines that promote is a Tourist Attraction, formulate 5 you have in composing a "Hurrah Manila Bay have been changed
the beauty of Manila Bay sentences with embedded clause. Chant" that will promote Manila Bay from what they learned in the
past discussion

J. Additional activities for aplication for Review on Figures of Speech Review about Clause Reflect on the text Why manila Bay is Remind the students about their
remediation a Tourist Attraction presentation tomorrow
V. REMARKS:

Prepared by: ________________________________(Teacher) Checked by: _____________________________________(Principal)

VI. REFLECTION:

A. No. of learners who earned 80% in the220 learners 180 learners 210 learners 155 learners

B. No. of learners who require additional30 learners 70 learners 80 learners 65 learners

c. Did the remedial lessons work? No. of Yes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

caught up with the lesson

D. No. of learners who continue to requi10 learners 25 learners 25 learners 18 learners

E. Which of my teaching strategies Big Brother and Sister

worked well? Why did
this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?

For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by: _________________________________________(Teacher) Checked by: ______________________________________(Principal)

Prepared by: ________________________________(Teacher) Checked by: _____________________________________(Principal)

 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 8 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards
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; phrases, clauses, and sentences meaningfully and appropriately.

c. Learning Competencies/Objectives
OL2h: Provide suggestions in
Write the LC code for each addressing controversial,
problematic or debatable ideas,
issues concern in a selection
LC2i:Infer the purpose of the GS2f: Employ a variety of
narrative listened to vis-à-vis the GS2f: Employ a variety of cohesive devices in WC2g: Compose and upload a blog
author's background and historical cohesive devices in composing composing short personal entr based on a particular personal
period short personal narrative narrative topic of interest

II. CONTENT: The Different Types of Love Bonsai Transition of Words Transition Words ( Blog) The Person I Love

III. Learning Resources:

A. References
1. Teacher's Guide pages TG pp. 41-42 TG p. 42 TG p. 43-44 TG pp. 43-44 TG. P 44

2. Learner's Materials pages LP p. 79 LP pp. 80-81 LP pp. 82-83 LP pp. 82-83 LP p. 84

3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:

A. Reviewing previous lesson or Review on the topic Manila Bay as

Explain the types of Love
Explain the message of the Ask the importance of
Review on the topic making a blog
presenting the new lesson the Tourist Attraction poem Bonsai transition words

Have the students accomplish the Ask each student to write

context clues activity provided by Ask the students idea about
B. Establishing a purpose for the lesson What is Love? the teacher for the unlocking of Transitional words
three topics they find Review the lesson of the poem Bonsai
interesting
difficult terms

Let the students examine two

paragraphs, one uses transition Give them instruction on how
C. Presenting examples/instances of the Let the students write five definitions
of LOVE
Read the poem Bonsai and cohesive device and the to set up a blog
Explain today's activity and objectives
other doesn’t make use of
transition and cohesive devices
 Let the students examine two
paragraphs, one uses transition
C. Presenting examples/instances of the Let the students write five definitions
of LOVE
Read the poem Bonsai and cohesive device and the Give them instruction on how Explain today's activity and objectives
to set up a blog
other doesn’t make use of
transition and cohesive devices

D. Discussing new concepts and

practicing Ask students to determine
Enumerate the various uses
Ask few students to share their which paragraph is better in List three people whom the students
definitions Ask comprehension questions terms of cohesion. Then discuss of blogs as well as what to love
the topic Transition Words avoid when one has a blog

Keep track on the students' common Write down the transition Show sample entry of a blog
E. Discussing the new concept and answers and those that stand out the Praphrase some of the lines from words and phrases that will and entertain certain Explain the mechanics of the activity
practicing new most the poem for better understanding create cohesive paragraphs questions of the students for
better understanding

F. Developing Mastery Ask each student to write a

Have students listen to the short Circle the letter of the transition short, but personal narrative
passage about the many types of Provide sample figurative lines and words that will best complete paragraph on each topic and Provide a sample for the activity for
love twice translate it to literal meaning each sentence to upload these entries on better understanding
their respective blogs

G. Finding practical aplications of

Share ideas about the different types Explain the purpose of Appreciate on when and how
of Love Moral of the poem transition words and on when to create blog Moral of the poem
concepts and skills in daily living and how to use it

Call students to summarize the Make generalizations regarding Call students to state his/her Call students to generalize today's
H. Making generalizations and abstractioRecap on the types of Love message of the poem how to use these transitions understanding about the activity
topic

Complete the box on the activity

Based on the text listened, complete Point out the contradictory nature Check and evaluate the Let the students create their entitled THE PERSON I LOVE, write
I. Evaluating Learning the grid about the Types of Love and of the love being expressed in the students' answers on the given narrative paragraph and the symbol for this person and
its Definition poem activity process the students' queries explain the reason in choosing the
about the topic symbol for that person

J. Additional activities for aplication for Reflect on the title of the

remediation Read the poem Bonsai Read about Transition Words activity tomorrow: The
Write 5 sentences with
Person I Love
Transition of Words

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the220 learners 180 learners 210 learners 155 learners
B. No. of learners who require additional30 learners 70 learners 80 learners 65 learners
c. Did the remedial lessons work? No. of Yes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

caught up with the lesson

D. No. of learners who continue to require remediation

Big Brother and Sister

E. Which of my teaching strategies work
this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Second Quarter ( Lesson 9 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposely
A. Content Standards listening and viewing strategies; differences 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
B. Performance Standards
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; phrases, clauses, and sentences meaningfully and appropriately.

LC2i: Infer the purpose of the RC1b: Use information presented WC2h: Revise a piece of narrative GS2f: Employ a variety of
narrative listened to vis-à-vis the in a reading or viewing selection to writing in terms of content, style, cohesive devices in RC1e: Respond to ideas, issues, and
author's background and the infer, to evaluate, and to express and mechanics collaboratively and composing short personal concerns presented in a reading or
historical period critical ideas. independently. narratives. viewing selection in creative forms

c. Learning Competencies/Objectives
Write the LC code for each
The Wars We Have Fought/Why If You Want To Know What We Are
II. CONTENT: We Fight
Paraphrasing Cohesive narrative writings The Things I Must Fight For

III. Learning Resources:

A. References
1. Teacher's Guide pages TG p. 46 TG. P. 47 TG p. 47 TG p. 48 LM p. 49

LP pp. 85-86 LM. Pp. 86-88 LP pp. 89-90 LM p. 90-91 LM p. 91

2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES:

A. Reviewing previous lesson or presenting
Let students recall the things
that they love and how they
took care of them.
Elicit students understanding Have the students recall the Introduce the lesson by explaining to the
Recall the past lesson about
about the past lesson by asking
paraphrasing.
cohesive devices discussed students that there are things worth
them questions. in the previous lesson. fighting for.

Prepared by: _______________________________(Teacher) Checked by: ________________________________(Principal) Page 25


B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
D. Discussing new concepts and practicing
E. Discussing the new concept and
practicing new
F. Developing Mastery
G. Finding practical aplications of
concepts and skills in daily living
Prepared by: _______________________________(Teacher)
Ask students to categorize the
various causes that people had Give a short discussion about the
in fighting these wars (five major background of the author.
conflicts in the Philippines).
Discuss and process the answers
of the students about the
activity.
LM p. 85
Using the organizer, ask the
students to list down reasons
for the conflict and why they
decided to fight back.LM P. 86
Have the students make
generalizations about fighting
and what we can get from it.
Unlock the difficult words from the
text by letting them find the
opposite meaning of the
underlined word. (LM p. 88-89)
Have the students read the text.
Let them use information
presented in a reading or viewing poem by using a single sentence for in order to make it more
selection to infer, to evaluate, and
to express critical ideas.
Summarize the poem in a short
paragraph.
Checked by: ________________________________(Principal)
Ask the students if there are
other ways to make
paragraphs and sentences Ask your students about their insights on
things worth fighting for.
coherent aside from
transition devices.
Give a sample paragraph on
Have the students accomplish the war and conflict. Make sure
task on the chart. Call on students to this paragraph doesn't rely
share their answers. too much on transition
devices.
Discuss to them about paraphrasing Discuss the other ways by Ask each student to write three ideas on
and why we need to paraphrase. which cohesion can be the following: (TG p. 49)
achieved.
Call on students to share their small
group sharing.
Paraphrase longer phrases from the Rewrite the given paragraph
cohesive. LM p. 90, Task 4,
each stanza.
A.
Let the students state the
importance of coherent
narratives in reading and
writing.
Give instances that we need to
paraphrase. Explain to the students that just because
Ask the students why a
paragraph should be we have the capability to fight, it doesn't
cohesive mean that we shoul go around looking
for trouble.
Page 26
 Rewrite the given paragraph
Give long phrases and let students in order to make it more Complete the table on LM p. 91 about
I. Evaluating Learning paraphrase each. cohesive. LM p. 90, Task 4, the causes of conflicts and the reasons
B. why you must fight for them.

J. Additional activities for aplication for remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the ev220 learners 180 learners 210 learners 155 learners
B. No. of learners who require additional act30 learners 70 learners 80 learners 65 learners
c. Did the remedial lessons work? No. of le Yes , 20 learners Yes, 45 learners Yes, 55 learners Yes, 47 learners

caught up with the lesson

D. No. of learners who continue to require 10 learners 25 learners 25 learners 18 learners

E. Which of my teaching strategies worked Big Brother and Sister
this work?
F. What difficulties did I encountered which my principal
or supervisor can help me solve?
G. What innovation or localized matrials did I use/ discover
which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by: _____________________________________(Teacher) Checked by: _____________________________________(Principal)

Prepared by: _______________________________(Teacher) Checked by: ________________________________(Principal) Page 27