CABITTAOGAN NATIONAL HIGH

GRADES 1 to 12 School: SCHOOL Grade Level: 7

DAILY LESSON LOG MARICEL R. RAFAL ENGLISH
Teacher: Learning Area:
Teaching Dates and Time: Week 7 Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative
language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
RC1a: Use predictive and anticipatory
Devices /tasks to activate prior
knowledge about the topic of reading
/viewing selection.
RC1b: Use information presented in a
reading or viewing selection to infer,
to evaluate, and to express critical
ideas.
LC1a: Recognize differences in voice
levels and speech patterns.
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.
Collocates
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
VD2d: Identify figures of speech that
show emphasis (hyperbole and
litotes).
SS2d: Distinguish between credible
and incredible electronic information
sources.
GS2e: Formulate embedded
sentences.
Embedded sentences
Hyperbole
Litotes
LC2h: (Homework)
Infer appropriate responses to
listening guide questions.
OL2g: Present points of view and
opinions concerning the message
of a selection in creative oral means.
Inferring
Use of graphic organizers
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
WC2g: Compose and upload a blog
entry based on a particular personal
topic of interest.
Blog enty using
Figures of Speech &
Embedded Sentences

III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 34-36 36-38 38-39 39
2. Learner’s Materials Pages 72-73 73-77 77-78 78
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
a. CD recording of listening inputs Audio CD player
b. Pictures of Manila Bay Copy of activity Facebook Accounts
b. Projector (if digital
c. Sound of waves Venn diagram Google accounts
d. dictionary pictures will be used)
Samples of blog
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
YOUR INITIAL TASKS (10 minutes)
Task 1. Defining ‘Beauty’
1.The students will reflect on what makes
something or someone beautiful.
2.They will complete the statements below
to clarify your beliefs about this idea and
the answers will be written on a sheet of
paper.
MEET YOUR MATCH (5 minutes)
See Task 2 ‘Your Initial Tasks’.
a. The class will discuss and will name
examples of collocates.
b. They have to present the pair: Beauty +
History
d. The students will react on the pair and
will give examples of people, places, and
things that show beauty and history in the
Philippines.
e. Manila Bay will be introduced and the
students have to give good example of a
place that shows beauty and history.
LOOK IT UP (15 minutes)
See Task 3 ‘Your Initial Tasks’.
a. Using the dictionary, the students will
search for the meaning of words listed. (
LM, page 73)
b. They will use these words in sentences
about beauty and Manila Bay.
Presentation
READING ( 30 minutes)
See ‘Your Text’.
a. The students will listen to teacher
reading the text thrice with a background
music.
b. They have to prepare the necessary
equipment for the activity.
c. They will be guided by the questions
that will be answered and discussed after
 the third reading so they can arrive at a
conclusion.
d. The students will review their answers.
e. Pictures of a serene Manila Bay and a
picture of it during the battle will be shown.
f. They have to check if the text‘s
descriptions are consistent with what they
are seeing in the picture.
g. The students’ answers will be probed.
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV.PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
TUESDAY WEDNESDAY THURSDAY FRIDAY
Enrichment
PROMOTE MANILA BAY, Home
work, (10 minutes)
See Task 1, ‘Your Discovery
Tasks’.
a. The students have to discuss
the definition of hyperboles and
litotes with examples.
b.They will research important
details as their bases in making
own examples of litotes and
hyperbole that express the beauty
of Manila Bay.
c. The deadline must be set.
4. Expansion
IDENTIFYING EMBEDDED
CLAUSES (30 minutes)
See Task 2, ‘Your Discovery
Tasks’.
a. The students will review kernels
will make associations between
kernels and the lesson to be
presented.
b. They will zoom in to what
embedded clauses are. How the
sentence samples manifest the
features of embedded clauses will
be discussed.
c. They will also do Exercise 2.1,
2.2. and 2.3. (20 minutes)
(Controlled Grammar Practice)
Task 3. Listen up (25 minutes)
(assignment)
1.The students to the historical
background of Manila Bay read by
the teacher.
2.They will take down helpful notes
to help them confirm the discussion
of the following statements in the
read text.
3. They will put a check mark () for
an information that is presented by
the text, and put a cross mark ()

G. Finding Practical
Applications of Concepts and
Skills in Daily Living
V. PROCEDURES
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
for an information that is not
discussed.
4. They will review answers after
the second reading of the text and
their answers will be discussed.
Task 4. Hurrah for Manila Bay! (45
minutes)
a. Divide the class into groups.
b. Each group will use the descriptions in
composing a ‗hurrah chants that will
promote Manila Bay.
c. They will play with repetitions, rhymes,
and spell-outs (e.g. Give me an M-A-N-I-
L-A, go Manila!).
d. They have to practice reciting this
chant with the appropriate energy and
gestures. They can identify lines that
could be chanted as a group or by
selected individuals in the group.
e. Date of the presentation must be set.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Task 5. Beauty + History ( 15 minutes)
1. The students will recall insights you
have gained in the past discussions.
2. They have to create a venn diagram
that will present their ideas about the
three topics.
3.They have to consider carefully the
overlap that between or among the
circles in your diagram.
4.They will write insights about beauty,
history, and Manila Bay in the circles
that represent them. A model will be
provided and the volunteers may share
outputs on the board.
BLOG FOR MANILA (45 minutes)
a. The students will upload a blog that
will inform tourists about the beauty
and history of the place.
b. This will be based on their research
for the home work they did for
Discovery Task #1.
b. They will choose one from their list
of places that possess both history and
beauty.
c. They have to write a 3-paragraph
blog entry that features the following
about the place that they have chosen:
- Vivid description of the place
- Clear instructions/descriptions of its
location
 - short historical background
- activities to do in the place
- Attractions in the place
d. They will underline the embedded
sentences and the figures of speech
used.
J. Additional Activities for .
Application or Remediation

VI.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
VII. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which
I wish to share with other teachers?

Prepared by: Checked by:

MARICEL R. RAFAL
RICARADO G. RICOD
Teacher III Principal I