School: STO NIñO INTEGRATED SCHOOL Grade Level: VII - ORCHID

GRADES 1 to 12
Teacher: JANE D. ALCAZAREN Learning Area: ENGLISH
DAILY LESSON LOG
Week 7
Teaching Dates and January 3-4, 2023
Time: 10:15-11:05 AM Quarter: Second
Noted:
Checked by:

MELCHOR A. ABSUELO, JR.

CARLITO J. SAGOCSOC, JR. School Principal I
Head Teacher I

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
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.
B. Performance Standards:
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 RC1a: Use predictive and
anticipatory
Competencies/Objective Devices /tasks to activate prior
s: knowledge about the topic of
reading /viewing selection.
Write the LC Code for
each 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.
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.
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.
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.

II. CONTENT ICL

Collocates Embedded sentences Inferring Blog enty using
Hyperbole Use of graphic organizers Figures of Speech &
Litotes
Embedded Sentences

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 34-36 36-38 38-39 39
Pages
 2. Learner’s Materials 72-73 73-77 77-78 78
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning a. CD recording of listening inputs Audio CD player
b. Pictures of Manila Bay Copy of activity Facebook Accounts
Resources b. Projector (if digital pictures will
c. Sound of waves Venn diagram Google accounts
d. dictionary be used)
Samples of blog

IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
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.

B. Establishing a Purpose MEET YOUR MATCH (5 minutes)

for the Lesson 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.

C. Presenting
LOOK IT UP (15 minutes)
Examples/Instances of See Task 3 ‘Your Initial Tasks’.
the Lesson 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.

D. Discussing New Presentation

READING ( 30 minutes)
Concepts and Practicing See ‘Your Text’.
New Skills #1 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.

IV.PROCEDURES
E. Discussing New Enrichment
PROMOTE MANILA BAY, Home work, (10
Concepts and Practicing minutes)
New Skills #2 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)

F. Developing Mastery Task 3. Listen up (25 minutes)(assignment)

1.The students to the historical background of
(Leads to Formative Manila Bay read by the teacher.
Assessment 3) 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
() 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.

G. Finding Practical Task 4. Hurrah for Manila Bay! (45

minutes)
Applications of a. Divide the class into groups.
Concepts and Skills in b. Each group will use the descriptions in
Daily Living 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.

V. PROCEDURES
H. Making Generalizations Task 5. Beauty + History ( 15 minutes)
1. The students will recall insights you
and Abstractions about have gained in the past discussions.
the Lesson 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.
I. Evaluating Learning 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

VII. 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?
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?