School: Western Bicutan National High School Grade Level: 7

GRADES 1 to 12
Teacher: Ian E. Pagaran Learning Area: English
DAILY LESSON
LOG Teaching Dates and Time: FEBRUARY 19-23, 2024 Quarter: 3RD
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
A. Content Standards: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analyzing one-act play
and different forms of verbal for him/her to skillfully perform in a one-act play.
B. Performance Standards: The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery, and
Dramatic Conventions.
C. Learning Competencies/Objectives:
● To demonstrate the ● remark literature as part of our ● supply own words or ● To identify the Literary ● In light of these
Write the LC Code for each expressions that complete the considerations, DepEd shall
use of Appropriate Oral culture, history, and environment. Genres and the Genres of Viewing
Language, Stance, and Behavior given tasks. implement Catch-up Fridays
● analyze the relationship of the ● Cite examples of beginning January 12, 2024,
in delivering a Speech
literature and current events; and Literary Genres and Genres of across elementary and
Viewing secondary schools and
community learning centers
(CLCs) nationwide.
● 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.
II. CONTENT Performance Task for How a Selection May Be Influenced by Culture, History and Literary Genres and Genres of DEAR: CATCH -UP FRIDAYS
Module 2: Speech Delivery Environment Viewing
● 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
III.LEARNING RESOURCES
materials. Hands-on learning promotes concept development.
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 Textbook and teacher-made Textbook Textbook and teacher-made
activity sheet activity sheets

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LESSON GRADES School: Western Bicutan National High School Grade Level: 7
1 to 12 DAILY LOG
Teacher: Ian E. Pagaran Learning Area: English
Teaching Dates and Time: FEBRUARY 19-23, 2024 Quarter: 3RD
I. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Daily Routine: After the students greet the teacher, the teacher will lead the prayer, and after that, the students will be asked to dispose all rubbishes on the floor near their seats before they will be
asked to align their seats and sit properly.
A. Reviewing
● The  “Expression of the Day”  “Expression of the Day”  “Expression of the Day”  “Expression of the Day”
Previous
Lesson or  Everyday a student will present  Everyday a student will present  Everyday a student will  Everyday a student will
teacher will an idiomatic expression. an idiomatic expression. present an idiomatic expression. present an idiomatic expression.
Presenting the
New Lesson encourage 
the students
B. Presenting 1-Minute Speech on Education Students will answer the “WORD BANK”   The students will group the
Examples/Inst to share their
activity. pictures and name their categories.
ances of the ideas.
Lesson According to Horace Mann, ‘A human Directions: Directions: Identify the
● The tea being is not in any proper sense a human meaning or synonyms of the given words.
teacher will being till he is educated’. An educated Using the graphic organizer, fill in each
give individual always knows his manners and
appropriate behaves gently in public as well as in box with the word bank's correct
definitions or synonyms.
and varied private scenarios. Education does not just
praises for mean learning about all the different
each subjects and knowing everything up to
response of date. An individual is said to be educated
the students. when they are able to apply all that they
have learnt in their personal and
● The professional lives effectively and in the
teacher will best interest of everyone around. So try
give equal not to overload yourself with information
opportunities but try to comprehend what you learn well

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C. Establishing for the and put it to great use. Look closely at the given pictures below.   The students will identify First half of Fridags
a Purpose for
students to Study the details and identify the ideas which of the given pictures fall under
the Lesson (14O minutes or 2 hours
share their 2-Minute Speech on Education and Its that each picture shows or conveys. the definition provided.
ideas. Importance and 2O minutes) -
1. Stories composed in verse or
● The National Reading
Man has made remarkable progress in Processing Questions: Answer the prose, usually for theatrical
Program
seating the field of science and technology. We performance, where conflicts and
arrangement have huge industrial units, and we emotion are expressed through  Second half of Fidags
of the manufacture ships, aeroplanes, trains and dialogue and action. (140 minutes or 2 hours
students will even rockets – all evidence of how far we 2. Fiction in which events evoke a and 20 minutes)
be suited to have grown as an educated nation.
address their feeling of dread in both the characters  Values
However, it is not just scientific knowledge
learning and the reader. Education –
that gives manpower. There is spiritual
needs and knowledge and the knowledge about 3. Fiction dealing with the solution of
 Health
gender. oneself, which is also equally important to a crime or the unraveling of secrets.
make oneself a complete human being. 4. Legend or traditional narrative, Education
● The following questions based on the ideas  Peace Education
often based in part on historical
teacher will What is as vital as gaining knowledge is conveyed by the pictures above. events, that reveals human behavior.  Homeroom
use non- that the knowledge you possess should 1. Which picture shows the spirit of 5. Story based on impact of actual, Guidance Program
violent ways be used only for constructive purposes communal unity and cooperation of the
of reminding and for the welfare of one’s fellow human imagined, or potential science, usually
Filipino people? set in the future or on other planets.
the class of beings and in no way to harm anyone, no
A. Picture 1 B. Picture 2
the proper matter what. Never use knowledge to
behavior one’s advantage. For instance, there is C. Picture 3
during the this growing buzz to master the art of 2. Which picture shows that the life of
class. ethical hacking. Anything has a good and Filipino people is simple and peaceful?
bad side. An individual who learns A. Picture 1 B. Picture 2
hacking can use it for right and wrong C. Picture 3
purposes. It is up to the individual 3. to Which picture shows that the Philippines
decide which side one wants to choose. I
has a great history about the death of a
would say that even this choice that one
has to make is part of one’s education. It hero who brought change and
shows one’s ability to think rationally and reformation in the country?
consciously before making a choice.  A. Picture 1 B.
Picture 2 C. Picture 3
Education is not whole until the individual
learns to respect oneself and others, and
value every opinion. Nothing or no one is

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D. Discussing as attractive and enduring as a clever,
New Concepts
focused and compassionate individual. In
and Practicing
New Skills #1 this world where people use education or
educated people to their own advantage,
let us try to be unassuming individuals
who would put our education to good use,
for the welfare of oneself and the whole
humankind.
Rubric for the SPEECH DELIVERY:
Clarity (10 points):
Is the speaker's voice clear and easy to
understand?
Are words pronounced correctly?
Does the speaker maintain a steady pace,
neither speaking too quickly nor too
slowly?
Volume (10 points):
Is the speaker's volume appropriate for
the setting?
Can the speaker be heard clearly by all
Analysis LITERARY INFLUENCES.  The teacher will define and present
1. Culture has been called "the way of life the Literary Genres and Genres of
for an entire society." It includes codes of Viewing.
manners, dress, language, religion,
rituals, norms of behavior such as law and
morality, and belief systems.
EXAMPLE: “My Thai Cat” by
Pratoomratha Zeng
(See attached copy of the summary)
2. History is the study of the past. It helps
us understand the way things are and
how we might approach the future.
EXAMPLE: “1896” by Aurelio S.
Alvero
(See attached copy of the poem)
The students will be asked to give
3. Environment is a place where different
things, living (biotic) or non-living (abiotic), their own examples.
constantly interact with and adapt to
conditions in their environment. A
person's environment is the event and
culture that the person lived in.
EXAMPLE: “The Necklace” by
Guy De Maupassant
(See attached copy of the summary)

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 E. Discussing audience members?
New Concepts
Does the speaker adjust volume when
and Practicing
New Skills #2 necessary, such as emphasizing key
points?
Eye Contact (10 points):
Does the speaker make regular eye
contact with the audience?
Does the eye contact feel natural and
engaging, rather than forced or fleeting?
Does the speaker avoid reading directly
from notes or slides too much?
Body Language (10 points):
Is the speaker's body language open and
confident?
Does the speaker use gestures
appropriately to enhance the message?
Is the speaker's posture upright and
engaging?
Engagement (10 points):
Does the speaker maintain the audience's
attention throughout the speech?
Does the speaker use vocal variety to
convey emotion and maintain interest?
Does the speaker interact with the
audience, such as asking questions or
inviting participation?
Confidence (10 points):
Does the speaker appear confident and
assured?
Does the speaker handle any unexpected
challenges or questions with composure?
Does the speaker convey enthusiasm and
belief in their message?
Overall Effectiveness (40 points):
Students will be asked to watch the  MULTIPLE CHOICE.
video, “PLIANT LIKE THE BAMBOO.”
DIRECTIONS: Identify what is being
1. What literary influence do the following asked in the following sentences.
sentences demonstrate? Choose the correct answer for each
number. Use CAPITAL LETTERS for
a. The Spaniards came and dominated
your answers.
him for more than three hundred years.
The Americans took place of the For those who can access the
Spaniards. Then the Japanese came like module online, you may answer this
a storm. activity through this link:
b. His gallantry towards women is a https://tinyurl.com/has3uiy1
manifestation of his romantic turn of
mind. Consequently, in no other place in
Orient are women so respected, so
adulated, and so pampered.
c. The monsoon season comes, and he
has to go undercover. But then the sun
comes out again. The flowers bloom, and
the birds sing in the trees.
d. Filipino can afford to laugh. For the
Filipino is endowed with saving grace of
humor.
e. The past is already a dream, and
tomorrow is only a vision; but today, well-
lived, makes every yesterday a dream of
happiness, and tomorrow is a vision of
hope.
f. If he loses his possessions, there is the
land and there is the sea, with all the
riches that one can desire. There is
plenty to spar—for friends, for neighbors
and for everyone else.
 Why are Filipinos being
compared to bamboo tree?
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F. Developing How effectively does the speaker convey A. LOCATE, REFLECT,   Task 1:
Mastery(Leads
their message? EVALUATE Students will complete the chart by
to Formative
Assessment 3) Does the speech have a clear structure B. Read the sentences carefully. filling in examples of literary genres.
and organization?
Click HEART REACT if the statement is  Task 2:
Does the delivery enhance the audience's
understanding and appreciation of the The class will be asked to explain the
SENTENCES REACT
topic? differences between the literary
Knowing culture and
history helps us genres and the genres of viewing.
understand better other  Task 3:
people. The class will be divided to 4 groups.
History plays a crucial role Each group will create a flow chart
in people's physical, that summarizes a literary piece.
mental, and social well-
being.
true and THUMBS DOWN if it is wrong.


G. Finding  How important is knowing the Filipino  What kind of helpful

Practical
Applications of
culture, history, and environment? information to life can you get from
Concepts and Fictional and Non-fictional Literary
Skills in Daily 1. Pieces?
Living ________________________________ 1. __________________________
2. __________________________
________________________________ __________________________
3.
________________________________

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H.Making  Today, I have learned that a selection  Complete the sentence
Generalization
s and
may be influenced by culture, history, below that reflects your learning from
Abstractions and environment. the lesson.
about the Culture is
Lesson
________________________________ Literary genres
____. are……………………………….. while
History is Genres of Viewing
________________________________ are………………………..
____.
 Environment is
_______________________________.
I. Evaluating  A. Individual Assessment 
Learning
Direction: Read the questions carefully.
Write your answers on a separate sheet
1. It is a complex feature held by a social
group, which may be as small as a
family or a tribe or as large as a racial or
ethnic group, a nation, or in the age of
globalization, by people all over the
world.
A. History C. Environment B. Culture D.
Values
2. Why is it important to know one's
culture, history, and environment?
A. It helps us to understand the people
and the world better.
B. It helps us find a better job in the
future.
C. It helps us venture into any business
opportunities.
D. It helps us make our life better.
3. It is a place where different things,
living (biotic) or non-living (abiotic),
constantly interact with and adapt to
conditions in their environment.
A. History C. Environment B. Culture D.
Values
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 4. What can influence your thinking or
perception about understanding the
world when reading a text or selection?
A. When a selection has a happy
ending.
B. When the subject of the selection
reflects the life of people in reality.
C. When a selection gives you
information about culture, history,
environment, and other factors that will
expose you to different experiences.
D. When a selection talks about how to
improve your life better.

5. It is the past study, which also

includes the academic discipline, which
uses narrative to describe, examine,
question, and analyze a sequence of
past events and investigate the patterns
of cause and effect related to them.
A. History C. Environment B. Culture D.
Values
B. Group Assessment
Multiple Intelligences Activity
Students work in pre- assigned group
based of their filed of interest.
Group 1- The Dancers
Interpret the song “Kapaligiran” through
dance.
Group 2- The Painters
Make a poster about the “Banak
Festival” celebration in Taguig City.
Group 3- The Rappers
Compose a short rap about “Death
March.”
Group 4- The Authors
Write a story about students’ diversity in
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 the classroom with cultural,
environmental, and historical influences.
Reminders:
- Be a good listener.
- Respect others point of view.
- Critique ideas, not people.
- Accept constructive criticism.
- Start on time.
 *A rubric will be given to each
group which serves as a scoring guide
to evaluate your output, or a project.
J. Additional   Assignments: 
Activities for
Application or
Play the Offline Power point Picture
Remediation Guessing Game
Game Directions
1. Read each clue and click the literary
influence that matches it.
2. If you are right, small squares will
disappear from the picture on the right.
3. Try to guess the picture with each
clue.
4. If you are wrong, try again.
5. When you get to the end, enjoy your
celebration.
B. Read Q3 M4 Lesson: Different
Literary Genres.


IV. 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 work well? Why did these work?

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 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: Noted By: Checked By:

Ian E. Pagaran Mrs. Shirley A. Espanillo Mrs. Monaliza T. Mesa

Head Teacher VI Head Teacher VI
Teacher I School Administrative Officer Acting School Chief Education for Curriculum Implementation

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