Grade

GRADES 1 to 12 School: APLAYA NATIONAL HIGH SCHOOL Level: VII

DAILY LESSON Learning
LOG Teacher: MICHELLE P. EDOROT Area: ENGLISH
Teaching Dates
and Time: Week 4 Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
I. OBJECTIVES
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.
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 The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
Standards: resources; extracting information and noting details from texts to write a prcis, 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
devices/tasks to activate prior
Competencies/Objecti knowledge about the topic of
ves: reading/ viewing selection.
OL2e: Talk about why and how people
Write the LC Code for react differently to a text listened to,
each read, or viewed based on ones
background knowledge, purpose, and
point of view.
RC1d: Determine the validity and unity
of the details of a parallel informative
text vis--vis its intended purpose and
production milieu.
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.
VD2c: Identify figures of speech that
show contrast (irony, oxymoron,
and paradox).
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
RC1c: Determine the relevance and
unity of the elements of a literary text
vis--vis its intended purpose and
production milieu.
WD2e: Compose a travelogue.
SS2c: Follow protocols in electronic
search engines to limit the
information search process.
OL2e: Talk about why and how
people react differently to a text
listened to, read, or viewed based on
ones background knowledge,
purpose, and point of view.
GS2c: Use varied verb
complementation forms.
RC1e: Respond to ideas, issues,
and concerns presented in a reading
or viewing selection in creative
forms.
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.

II. CONTENT Message or tone of The Wedding Verb Debate

the poem/ song Dance Complementation
Irony forms
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning.
III. LEARNING Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A.References
1. Teachers Guide 17-19 20 21 22
Pages

2. Learners Materials 26-29 30-39 39-42 42-43

Pages
 3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
CD recording of the song or the MTV Pictures of some of the regional dances Downloadable Games
Resources
of the song in the Philippines from www.
DVD of Regional Dances AmericanEnglish related to
SVA
Copy of the selection
Samples of travelogue

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
IV. PROCEDURES 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.
A.Reviewing Previous YES, FILIPINOS CAN DANCE! (5-
ACTIVE SCHEMA (5 minutes) 10 minutes)
Lesson or Presenting a. The students will be shown with a See Task 4, Your Discovery Tasks.
the New Lesson picture of a couple who seem to be saying a. The students will see a video or
goodbye to each other. some more pictures of regional dances
b. They will be asked to determine the which are not mentioned in the text.
prevailing emotions in the picture and will b. They will discuss the cultural aspect
ponder upon these emotions. of the dances.

B. Establishing a SIT BACK, RELAX, AND RELISH THE

MUSIC (10 minutes)
Purpose for the See Task 1 Your Initial Tasks.
Lesson 1. The students will listen to a song.
2. As they listen to the song, they need to
a. take down words that
catch their attention;
b. draw images which you
could associate with the song;
c. should write big words
which may represent the
emotion caught; and
d. enumerate as many
feelings that the song may
draw out from you; and,
e. write your responses in
your notebook.
3. Let them work on the activity:
individual and pair work.
i. Allow them to share their insights about
the song with their partner.
C. Presenting CONTEMPORARY MATERIAL
ON THE OTHER SIDE (20 minutes)
Examples/Instances See Task 2 Your Initial Tasks.
of the Lesson
 a. A volunteer student maybe asked to
read aloud the poem, I Watch You Go.
(If possible set the song used in Task 1 as
background music while the song is read
aloud.)
b. They need to answer the questions that
follow.
c. They need to work with a seatmate on
the second part of the activity.
d. They have to share reasons for their
agreement or disagreement.
e. The poem will be read aloud for the
second time after the pair work.
FACE-TO-FACE (25 minutes)
See Task 3 Your Initial Tasks.

DIFFERING VIEWS
In preparation for the informal debate
which is set on Day 4, the students must
have grouped into 4 sets and have
chosen/ planned for the following:
1. Reasons why a person has to let
go of somebody he or she loves;
2. Side of the issue;
3. Narrowing down of the chosen
issue;
3. Argument;
4. Support; and,
5. Questions for their opponent.
After the students have planned and
collaborated, they should:
1. Submit a report about their
specific tasks for the informal
debate;
2. Include in their report the topic
they are going to argue about;
and,
3. Gather materials for support.
D.Discussing New HOW IRONIC ! (10 minutes)
See Task 1 Your Discovery Tasks
Concepts and 1. The students will be guided in
Practicing New Skills understanding and appreciating this
#1 literary technique.
2. They will determine whether the
given statements are ironic or not, with
an explanation.

LOCATE, REFLECT, EVALUATE!

(20 minutes)
See Task 2, Your Discovery Tasks.
a. The students have to accomplish the
task in pairs.
b. Some students will be called on to
prove the correctness of their
responses.
c. For statements 1, 2, 4, 6, 9, and 10--
probe into students value judgments
concerning the issues they represent.
THE DANCE IN THE STORY (20
minutes)
See Task 3, Your Discovery Tasks.
a. Assigned pair will demonstrate
simple dance steps.
 b. Music will be provided.
c. They need to draw out the basic
elements of dance, i.e., forward and
backward steps.
d. They will work in pairs.
e. They will collaborate as they look
and verify their answers from the
paragraphs in the text.
f. Allow them to discuss their ideas
before they write down their final
answer.
g. They will explore on the big question
below.

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
IV. PROCEDURES 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 YOU CAN DANCE ! (20 minutes)
See Task 4, Your Discovery Tasks.
Concepts and 1.The students will visualize creatively
Practicing New Skills the story
#2 2. They will draw out inspiration from the
song they listened to, the poem they
read aloud, and the heartbreak of
Awiyao and Lumnay.
3. In groups of ten members, they need
to plan and prepare for the
activity:
a.They will choose a good song
according to how they have
interpreted
Awiyao and Lumnays separation
b. They have to prepare the
set-up of their presentation, in
pairs or a group divided, to
represent respectively Awiyao
and Lumnay.
c. They will create a defining
conclusion in their dance to
represent
their interpretation of the end of
the story.
4. Running time for the presentation will
be set. Possibly a minimum of two to
a maximum of three minutes.
5.They have to be committed to their
rehearsal.
F. Developing Mastery WATCH OUT!
See Task 5, Your Discovery Tasks.
(Leads to Formative CONTROLLED GRAMMAR
Assessment 3) PRACTICE (10 minutes)
a. The students have to perform Task 3
in Your Discovery Tasks.
b. Their answers will be processed
IT WASNT MEANT TO BE
 See Task 6, Your Discovery Tasks.
EXTENDED GRAMMAR PRACTICE
(10 minutes)
a. They will perform another exercise
covering the four subject-verb
agreement rules discussed.
b. Their answers will be processed.

G.Finding Practical A TRIP TO THE COUNTRYSIDE (20

minutes)
Applications of See Task 7, Your Discovery Tasks.
Concepts and Skills in 1. An assigned student will read aloud the last
Daily Living three paragraphs of the story.
2. The class will be asked to mention a place
which they believe would be closest to the
description.
3. They will visualize the scenery or the place
by creating a travelogue .
Materials for the travelogue:
4. They will choose the size of their creation.
5. They should be resourceful.
6. The will refer to the rubrics on page 42 of
the LM.

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
V. PROCEDURES 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.
H.Making
Generalizations and The learners will write
Abstractions about a summary of the
the Lesson selection. They will have
it in their notebook. They
should highlight the
customary laws of
marriage among
indigenous people in the
Cordillera.

I. Evaluating Learning YOUR FINAL TASK

A PEEK INTO THE WORLD OF
AWIYAO AND LUMNAY
The students will perform a creative
take on the literary piece, The Wedding
Dance, through Face-to-Face! (the
informal debate) challenge and small
steps in the You Can Dance!
Challenge (the interpretative dance).
In the Face-to-Face challenge, they
are required to follow the rubrics/
guidelines that will be reviewed prior to
the actual presentation.

J. Additional Activities
for Application or READING HOMEWORK The learners may come up with or
See Your Text. create a comic strip wherein they can
Remediation will make their own ending of the story.
a. Assign the reading selection,
 Wedding Dance by Amador Daguio for
home In lined with research, they can
reading. research other customary laws in
marriage among other indigenous
b. Tell students to work on Task 4 before
people in the country.
reading the selection.

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What
works? What else needs to be done to help the students learn?
VII. REFLECTION 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?