School PINAGLABANAN NATIONAL HIGH
DAILY LESSON
PLAN
Teaching Dates and Time
A. PROGRAM STANDARD
B. Content Standards
C. Performance Standards
D. Learning Competencies/ Objectives
(Write the LC code for each.)
Grade Level 7
SCHOOL
Teacher ELJOHN C. TIMBANGAN Learning Area ENGLISH
Quarter FIRST
The learner demonstrates communicative competence (ANNOTATIONS) REMARKS/COMMENTS
through his/ her understanding of literature and other -PPST INDICATORS/ KRA
texts types for a deeper appreciation of Philippine Culture OBJECTIVES/RUBRIC
and those of other countries. INDICATORS TO BE OBSERVED
DURING THE CLASSROOM
OBSERVATION
(For TI-TII-TIII)
The learner demonstrates understanding of: pre-colonial
Philippine literature as a means of connecting to the past;
various reading styles; ways of determining word meaning; the
sounds of English and the prosodic features of speech; and
correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the
literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate
context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject-verb
agreement.
EN7LT-I-h-1: Discover literature as a means of connecting to a At the end of the lesson, the learners
significant past are expected to:
EN7LT-I-h-2.3:
Draw similarities and differences of the featured selections in relation a. arrange events of a story;
to the theme b. identify the meaning of
words through context clues;
c. show understanding and
appreciation of the literary
text;
d. use graphic organizers to
sum up ideas;
e. infer character traits from
the reading text, and
f. point out the elements of the

II. CONTENT/TOPIC
II. LEARNING RESOURCES
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
IV. PROCEDURES
Lesson 1: Makato and the Cowrie Shell
Sub-topic: Elements of a Story
English 7 Learner’s Material
LM Pages 55-57
Materials: Slide Deck Presentation, Laptop, TV, DLP,
Teacher-Made Visual. worksheets, pictures, graphic
organizers, concept maps.
story.
g. perform group differentiated
tasks assigned per group.
Learners reflect and answer the
following questions:
a. What makes a person a
hero?
b. How will you apply in real
life the morals you have
learned from the epic
heroes? Provide scenarios.
Participate and work cooperatively
with the group. Be flexible, and
strong in dealing with challenges.
KRA 3- (COT-Obj. Uses
differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.)
MOV---The students will perform
differentiated activities (Independently,
by pair and group task) through the use
of video, and selection/ excerpt.)
A. Daily Routine
MOL
Greetings (Selected students will lead the MOL) KRA 3- (COT-Obj. 7 Plans, manages
Checking of Attendance and implements developmentally
sequenced teaching and learning
B. Reviewing previous lesson or presenting Are you ready? processes to meet curriculum
the new lesson requirements and varied teaching
Show the shawl to the class. contexts.)
Ask: What is this? MOV---The students assigned for daily
What is Sama? Genesis? routine and provide activity sheets/the
presentations which will be given to the
students who are absent.
(Show through power point presentation.) .

C. Establishing a purpose for the Task 1. Pick and Match KRA 1-(COT: Obj.1- Applies
lesson/Motivation/Motive Questions knowledge of content within and
Connect the pictures under Column A with the vocabulary
under Column B and the meaning under Column C, using across curriculum teaching areas.)
lines.
MOV--- Contextualization, gender-
COLUMN A COLUMN B COLUMN C fair, and integrations across
learning areas like APAN and
A plant that has within learning areas like answering
Mahout large leaves that questions are observable.
are eaten
especially in
salad

Lettuce A small shell

with fine gloss
is used as
money in some
parts of Asia
and Africa.

D. Presenting examples/instances of the
new lesson
A keeper and a
cowrie driver of an
elephant
To integrate numeracy, a graph will be posted on the KRA 1-(COT: Obj.1- Applies
board. It illustrates the research findings of a study about knowledge of content within and
fictional characters. They analyze the graph by answering across curriculum teaching areas .)
the questions that follow.
MOV--- Contextualization,
 localization, and integrations across
learning areas MATH and APAN
and within learning areas like
answering questions based on the
illustrations are observable.

Questions:
1. How many sectors are in this pie graph?
2. What percentage of people surveyed prefer
Darna? Cardo Dalisay?Valentina? and
Captain Barbel?
3. Which of the following heroes ranked the
lowest? Highest?
4. If a total of 100 people were surveyed, then
how many people preferred Lam-ang?
Sangre?

The students play “Four Pics, One Word.” Two sets of

pictures will be posted on the board. Each set exemplifies
a word. They identify the words through the clues that
each picture provides.

E. Discussing new concepts and practicing UNLOCKING OF DIFFICULTIES

new skills #1 The students familiarize the following vocabulary
through context clues and pictures. KRA 1- (COT: Obj.1 Applies
knowledge of content within and

F. Discussing new concepts and practicing
new skills #2
across curriculum teaching areas .)
MOV--- Presenting the topic
through the use of Powerpoint, and
laptop. Learners participate in the
game.
1. They tried to kill the beast while it was sleeping
in its lair.
2. The soldiers were vanquished in the battles.
3. The forest has a lot of savage animals which are
dangerous to humans.
4. The painful memories during World War II
receded in her mind.
5. The women looked graceful as they weaved
fabric using a loom.
6. My uncle uses a harrow very often when works
in our garden and rice field.
Task 1. A copy of IBALON will be distributed to the KRA 2- COT: Obj. 4 Manages
learners. The lines from the epic will be broken down classroom structure to engage
into three parts. The students divide into three groups and learners, individually or in groups, in
perform a dramatic reading of the text. Simultaneously, meaningful exploration, discovery,
they list down all the important details they can find in and hands-on activities within a
the story (e.i. characters such as heroes and enemies, range of physical learning
reasons for their defeat and triumph, morals, etc.) environments.
The presentation will be rated using the rubrics below. MOV---Presenting the activity through
Criteria Points Powerpoint and laptop.
Pronunciation 10
Delivery 5
Stage 5
Presence
Total 20

G. Developing mastery (leads to Formative
Assessment 3)
H. Finding practical applications of
concepts and skills in daily living
After each presentation, students provide critiques of
their classmates’ performance.
Students discuss the text and answer the following
questions:
1. Who are the 3 heroes of the story?
2. What kind of creatures were their enemies?
3. How did each hero win over his enemies?
4. What other things did they do for Ibalon?
5. What are the qualities/traits of each hero?
Follow-up questions are expected depending on the
answers of the students.
Task 2. Group Activity, each group will have a leader.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
KRA 1- (COT -Obj.1 Applies
knowledge of content within and
across curriculum teaching areas .)
MOV---Values integration like being
flexible, and strong in dealing with
challenges are integrated into the
context of the selection given.
KRA 2- (COT: Obj. 4 Manages
classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery,
and hands-on activities within a
range of physical learning
environments.)
KRA 2- (COT: Obj. 5 Manages
learner behavior constructively by
applying positive and non-violent
discipline to ensure learning-focused
environment.)
 P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
10 -Shows eagerness and cooperation to do
the task, participate actively, do great help
to the group
9 -Shows eagerness and cooperation to do
the task, good followers only
8 -Participated but late, with teacher’s
Supervision
7 -Activity was done but does not show
eagerness to participate or cooperate
6 -No interest in participating in the activities
As an extension of the previous activity, each group will
fill in the chart below.
MOV---To minimize and prevent
misbehavior, house rules/
standards/guidelines are set before
doing the activity.
KRA 2- (COT: Obj. 4 Manages
classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery,
and hands-on activities within a
range of physical learning
environments.)
MOV---Learners are given time to
do the activity and let them have a
group presentation afterward and
they gain insight on the following:
Solidarity – n. agreement in aims or
interests; total unity.

Each group will explain their outputs to the class.

Ask:
What makes someone a hero?

I. Making generalizations and abstractions Task 3. Students fill – up the Graphic Organizer
about the lesson KRA 1- (COT: Obj 3 Applies a
range of teaching strategies to
develop critical and creative
thinking, as well as other higher-
 order thinking skills.)

MOV---Learners are given Higher-

order thinking Skills (HOTS)
questions about the lesson.

J. Evaluating learning Task 4. Each group will answer the activity (Click:
React, Comment, Share.) below.
KRA 3- (COT-Obj. 9 Designs,
Pic 1. ‘Philippine Literature’ uploaded a photo of the selects, organizes, and uses
three heroes of Ibalon on Facebook. Read the status and diagnostic, formative and summative
post your comment inside the box provided. assessment strategies consistent with
curriculum requirements.)
Pic 2. ‘Philippine Society’ uploaded a photo of the OFWs
(Overseas Filipino Workers) going back home. Answer
the question posted below.

Pic 3. You want to post a status about “How to Become a

Hero in Your Own Way” on Facebook. What ideas do
you want to share or tell the public?

Group answers will be rated using the rubrics below.

K. Additional activities for application or
remediation
Assignment:
On a half sheet of paper, make a report card for each
hero. Using the given guide, grade how well each one
saved Ibalon. Remark on the heroism of each and choose
the most heroic among them

V. REMARKS
VI. REFLECTION
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 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 use/discover which I wish to share
 with other teachers?

Prepared by: Checked and Observed by:

ELJOHN C. TIMBANGAN JOEL O. ARTILLAGA

Secondary Teacher I Head Teacher II