School: Grade Level: VII

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Week 8 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
I. OBJECTIVES
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.
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
Standards: library 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 OL2h: Provide RC1b: Use information WC2g: Compose and RC1d: Determine the
Competencies/Objectiv suggestions in presented in a reading upload a blog entry validity and unity of the
es: addressing or viewing selection to based on a particular details of a parallel
Write the LC Code for controversial, infer, personal topic of informative text vis--
each problematic, or to evaluate, and to interest vis
debatable ideas, issues, express critical ideas. GS2f: Employ a variety its intended purpose
or concerns in a LC2i: Infer the purpose of cohesive devices in and production milieu.
selection. of the narrative listened composing short
VD2e: Differentiate to vis--vis the authors personal narratives. SS2d: Distinguish
figurative language from background and the between credible and
academic language. historical period. incredible electronic
RC1a: Use predictive information sources.
and anticipatory
devices/tasks to activate
prior knowledge about
the topic of reading
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
Figurative Language Paraphrasing Cohesive Devices Electronic
Purpose Of The Information Sources.
Narrative
Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in
III. LEARNING learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES
learning promotes concept development.
A. References
1. Teachers Guide 40-42 42-43 43-44 44
Pages

2. Learners Materials 79-80 80-81 81-83 84

Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning CD recording of
Resources Copy of the selection Copy of the selection listening inputs Gadgets (e.g.
Audio CD player cellphones)
computer

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
IV. PROCEDURES
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 WHAT LOVE IS (15
Lesson or Presenting minutes)
the New Lesson See Task 1 Your Initial
Tasks:
a. The students has to
 write down five
definitions of love.
b. These definitions may
come in the form of
proverbs or simply their
own understanding of the
concept.
c. Have them share their
definitions.
d. They have to keep
track of the common
answers and those that
stand out the most.
d. Discuss some of the
answers.
B. Establishing a Purpose THE TYPES OF LOVE
for the Lesson (15 minutes)
See Task 2.
a. Have the students
listen to this short
passage about the many
types of love twice.
b. They will be asked to
out the grid found in the
learners package.
c. They have to explain
how information in the
paragraph was ordered.
C. Presenting
Examples/Instances of READING (30 minutes)
the Lesson See Your Text.
a. The students will read
the selection.
b. They have to write on
their notebooks five
questions about the
 selection that they want
to be answered during
class discussion.
c. They have to find out
the meaning of the title.
D. Discussing New PRESENTATION
Concepts and CONTEXT CLUES (15
Practicing New Skills minutes)
#1 See Task 1 Your
Discovery Tasks.
a. The students have to
underline the correct
meaning of the words
through context clues.
b. Their responses will
be validated.
LOCATE, REFLECT,
EVALUATE! (45
minutes)
See Task 3, Your
Discovery Tasks.
a. The students have to
paraphrase the given
lines and will share it in
the class.
c. They will put
together the best
paraphrases and
reconstruct the poem
using standard
language.
d. They will point out
the differences
between figurative and
academic language.
e. They have also to
 determine when one
should use one type of
language over the
other.
f. After they have
understood the poem,
they have identify how
the title of the poem
describes its content.
g. They have to point o
out the contradictory
nature of the love
being expressed in the
poem.

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
IV. PROCEDURES
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 3. Enrichment
Concepts and LOUD AND CLEAR!
Practicing New Skills #2 (30 minutes)
a. Before beginning this
listening exercise, the
students have to take
note of the following
questions which need to
be answered by the end
of the
recording:
- What is the narrators
gender?
- Under which historical
period did the narrator
 live?
- What does the
passage say about the
narrator?
b. They have to listen to
the recording of the
following passage and
have to give their
responses to the
questions posed earlier.
c. They have to justify
each answer by citing
details in the text.
d. They will write also a
short episode from
his/her childhood
following the pattern
given by the text.
e. They will share their
work to the rest of the
class.
F. Developing Mastery 4. Expansion
(Leads to Formative MORE ON
Assessment 3) NARRATIVES (5
minutes)
a. They have to
examine their narrative
paragraphs.
b. They have to identify
the conventions needed
in writing good
narratives.
EXAMINING
PARAGRAPHS (15
minutes)
a. The students will
examine two
paragraphs. Their
written paragraphs
will be used, only when
two versions are
needed- one paragraph
doesnt make use of
transition and cohesive
devices. and the
second paragraph
makes use of both
transition and cohesive
devices.
b. They have to
determine which
paragraph is better in
terms of
cohesion. Thy have to
identify why the first
paragraph seems wrong
even when all the
sentences are
grammatically correct.
c. Their observations
must be focused on
focus on transition
words.
d. They have to make
regarding how to use
the transitions as well.
f. They have to
understand that
transitions can be
applied in both the
sentence and paragraph
levels.
 CONTROLLED
GRAMMAR PRACTICE
(15 minutes)
a. They will perform
Task 4 in Your
Discovery Tasks.
b. Their answers will be
processed.
EXTENDED
GRAMMAR PRACTICE
(15 minutes)
a. The students identify
the correct transition
words that will complete
the sentences.
b. Their answers will be
processed.

G.Finding Practical
Applications of BLOGGING (20
Concepts and Skills in minutes)
Daily Living a. The students will
write three topics they
find interesting for
writing a blog.
b. They will be given
instructions on how to
set up a blog.
c. They have to
enumerate the various
uses of blogs as well
as what to avoid when
one has a blog.
d. They will write a
 short, but personal
narrative paragraph
on each topic and will
upload these entries
on their respective
blogs.
e. They will read each
others blogs. They
may also write
comments.

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
V. PROCEDURES
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 Abstractions about The learners will be
the Lesson asked to write learning
insights regarding the
blog they uploaded.
I. Evaluating Learning YOUR FINAL TASK
The Persons I Love
1. The students will
supply the table with
the information
regarding three people
whom they love, the
appropriate object or
symbol that best
approximates their
feelings for that
person, and the
explanation why you
the said symbol was
used.
2. They may go to the
library and search out
for the numerous
symbols that humans
have used to represent
those that they love. As
much as possible they
have avoid using the
heart as it is a
universal symbol.
3. They will also write
what they learned
while searching for love
symbols are.

J. Additional Activities for

Application or This task can also
Remediation extended in a group
 chat in the social media
or in the classroom
using their FB
Notebooks.

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?