School MAITE INTEGRATED SCHOOL Grade Level Grade 7

K TO 12
DAILY LESSON LOG Teacher ELAINE CALAYAG Learning Area ENGLISH
2ND QUARTER
Teaching Dates and Time NOVEMBER 06-10, 2023 Quarter
/ WEEK 1

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards 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;
B. Performance extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative
Standard language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

C. Learning OL2a: Narrate specific
Competencies / Write personal experiences related
the LC code for each to the ideas presented in a
objectives:
selection.
VD2a: Distinguish between
literal and figurative
expressions.
RC1a: Use predictive and
anticipatory devices/tasks to
activate prior knowledge
about the topic of
reading/viewing
selection.
RC1c: Determine the
relevance and unity of the
elements of a literary text
vis-à-vis its intended
purpose and production
milieu.
LC2a: Note specific
elements of the narrative
listened to.
WC2a: Identify features of
narrative writing.
GS2a: Use correct
determiners.
RC1e: Respond to ideas,
issues, and concerns
presented in a reading or
viewing selection in
creative forms.
SS2a: Identify the features
of primary information
sources.

II. CONTENT Single- Word Adjectives THE CENTIPEDE Elements/ Features Of Determiners
Literal And Figurative by Rony V. Diaz The Narrative Features Of Primary
Expressions Information Sources.
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide 2-4 4 5-6 7

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2. Learner’s Material 1-2 2-5 6 6
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Fact sheets/pictures Fact sheets CD recording of listening LM/ Activity Sheets
Resources input Audio CD player

IV. PROCEDURES
A. Reviewing previous How I View Myself And The learners will review The learners will review the The learners will review
lesson or presenting the How Others View Me (15 Single- Word Adjectives. elements of the selection, features/ elements of
new lesson minutes) “ The Centipede”. narratives.
5 minutes
See Tasks 1 and 2 ‘Your 5 minutes
Initial Tasks’.

 The learners compare

and contrast the results 5 minutes
of the two tasks.

 The learners explain if

there are disparities
between how they view
themselves and how
others view them.

 The responses will be

processed.

5 minutes

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B. Establishing a The learners will focus on
purpose for the lesson what words were used in
describing themselves and
others. They will be asked
also to determine what these
words are that describe.
The learners will give The learners will share
impression to what they similar experiences to what
read and will share what was learned from the
they understood about it. selection.
5 minutes

5 minutes 5 minutes

C. Presenting The learners will be asked

examples/instances for to describe a centipede
the new lesson using single-word
adjectives.

They will also be asked to

determine what could be the
significance of it in the
selection
D. Discussing new See ‘Your Text’.( 15
concepts and practicing minutes)
new skills #1
 The learners will read
the selection.
 ( Pre-assigned)
 They write on their
notebooks five
questions about the
selection
 That they want to be
answered during class
discussion.

USING CONTEXT
CLUES IN FINDING
SYNONYMS (10 minutes)

See Task 1, ‘Your

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 Discovery Tasks’.
 The learners will
accomplish the task.
 Validate the responses
of students.
LITERAL OR
FIGURATIVE? (10
minutes)

See Task 2, Your Discovery

Tasks‘.

 Have the students

accomplish the task.
 Validate the answers of
the students by
explaining the
differences between
literal and figurative
language.

E. Discussing new LOCATE, REFLECT, 

concepts and practicing EVALUATE! (30
new skills # 2 minutes)

See Task 3, ‘Your

Discovery Tasks’.

 The students will

accomplish the task in
pairs.
 Call on students to
prove the correctness
of their responses.

ALTERNATIVE
ENDING (15 minutes)

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  Ask students to work
in pairs and to
continue writing the
story.
 Limit the alternative
endings to two to
three paragraphs.
 Ask some pairs to
share their alternative
endings.
 Critique each
alternative ending
based on the given
story. Examine its
plausibility and its
viability given the
given elements in the
story.
F. Developing mastery LOUD AND CLEAR! (30
(Leads to Formative minutes)
Assessment 3)
 Assign students into
triads. Play an 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.
 Ask the triads to list
down the most
important information
they could aboutthe
text. The information

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 must be in the order that
it appeared in the
listening text.
 After writing down the
information, each triad
must assign a reporter
whowill be asked to
report his/her triad‘s
information.
 The information being
presented will be
corrected by the teacher.
 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)
 Ask the students to pair
up.
 Each pair will take turns
sharing an anecdote.
 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 EXAMINING

applications of concepts SENTENCES (15
and skills in daily living minutes)

 The students will

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 examine several
sentences about
narratives that amy or
may not include
several examples of
determiners properly.

 Elicit from the

students their
observations,
corrections and
generalizations about
determiners.

CONTROLLED
GRAMMAR
PRACTICE (15 minutes)

 The students will

perform Task 4 in
Your Discovery
Tasks‘.

 The answers will be

processed.

EXTENDED
GRAMMAR
PRACTICE (10 minutes)

 Have the students

perform another
exercise covering the
subject of determiners

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  Process the answers
of the students.

H. Making INSIGHTS SHARING

generalizations and (20 minutes)
abstractions about the
lesson  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
 Have each student
discuss his/her ideas
with a partner.

 Have each pair join

another pair to expand
their sharing.

 Call on a few students

to share their small
group sharing.

 Synthesize the lesson.

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I. Evaluating Learning 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 The students may use

for application for other people’s experience.
remediation 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.

K. Assignment

V. REMARKS

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VI. REFLECTION
A. No. of learners who
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
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?

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