School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12
Teacher: MICHELLE P. EDOROT Learning Area: ENGLISH
DAILY LESSON
LOG Teaching Dates and Time: Week 9 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 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
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
LC2i: Infer the purpose of the narrative listened
to vis--vis the authors
background and the historical period.
OL2h: Provide suggestions in
Addressing controversial, problematic, or
debatable ideas, issues, or concerns in a
selection.
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.
Inferring the purpose of the
Narrative
VD2f: Explain the three functions of
academic language: to describe
complexity, to describe higher order thinking,
and to describe abstraction.
RC1b: Use information presented in a
reading or viewing selection to infer, to
evaluate, and to express critical ideas.
Three functions of Academic
Language
Paraphrasing
WC2h: Revise a piece of narrative writing in
terms of content, style, and
mechanics collaboratively and
independently.
GS2f: Employ a variety of cohesive devices
in composing short personal narratives.
Cohesive Devices
RC1e: Respond to ideas, issues, and
concerns presented in a reading or viewing
selection in creative forms.
SS2e: Explain the value of using more
primary information sources in an inquiry
process.
Primary Information
Sources

Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages 45- 46 47 48-49 49

2. Learners Materials Pages 85-86 88-90 90 90

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Laptop ( Encarta) Audio CD player
Pictures showing the important Projector (if digital pictures CD recording of listening Activity sheet
scenes in the five battles listed will be used) input Search engines
Copy of the text Activity sheet

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
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.
1. Pre-assessment (15 minutes)
THE WARS WE HAVE FOUGHT. See
Task 1 under Your Initial Tasks.
1. This may be assigned as a homework,
or you may use a period for library time.
2. They have to look for persons who
actually lived through the last two events.
They will fill up the table before coming to
class. This will shared in the class.
WHY WE FIGHT(15 minutes)
See Task 2 Your Initial Tasks.
a. The students will recall the personal
conflicts that they have had with others.
b. They have to list down as many
reasons as they can remember the conflict
and why they decided to fight back.
c. They will use the organizer in writing
down these reasons. Make sure that they
are not putting in duplicate answers.
d. They will discuss their answers.
READING ( 30 minutes)
See Your Text.
a. This has to be pre-assigned the day before.
b. They have to write on their notebooks five
questions about the selection that they want to
be answered during class discussion.
c. These will be shared and probed.
2. Presentation
OPPOSITES ATTRACT (30 minutes)
See Task 1 and Task 2, Your
Discovery Tasks.
a. The students will determine
antonyms and will discuss their
answers.
b. They will move on to Task 2. To
show the students how to use a
CLINE. They will share their answers.
LOCATE, REFLECT, EVALUATE! (30
minutes)
See Task 3, Your Discovery Tasks.
a. They will accomplish the task in
pairs.
b. They will share how the stanzas
were paraphrased.
c. The students have to identify which
types of people are being referred to in
each stanza.
d. They will also give their opinions on how
the last two lines of the poem ties up all the
stanzas.
e. They have to point out the inherent

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
differences between a revolution as
opposed to other forms of conflict.
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.
3. Enrichment
LOUD AND CLEAR! (30 minutes)
a. The students will listen to a recording
of the narrative poem-
The Spiders by Artemio Tadena
b. They will point out where the conflict
comes from and what are the two types
of conflicts internal and external.
c. They should hear the recording twice.
d. They will answer the follow up
questions and discuss it in class.
4. Expansion
MORE ON COHESIVE DEVICES (30
minutes)
a. The students will recall the cohesive
devices discussed in the previous
lesson.
b. They will be asked to identify if there
are other ways to make paragraphs and
sentences coherent aside from transition
devices.
c. They have to give a sample paragraph
on war or conflict. The said paragraph
should not rely too much on transition
devices.
d. They will discuss the other ways by
which cohesion can be achieved. These
are:
1. the use of pronouns
2. the use of deliberate repetitions
3. the use of parallel structures
CONTROLLED GRAMMAR
PRACTICE Task 4. Watch Out! (20
minutes)
a. The students will study the
paragraphs and will rewrite it in a
one- half sheet of paper in order to
make it more cohesive.

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI. REMARKS
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.
5. Synthesis
INSIGHTS SHARING (20 minutes)
a. Each of the students will write on a
sheet of paper three ideas:
i. the most important insight they discovered
while reading the selection
ii. the valid reasons to fight
iii. the various causes people have all over the
world
iv. the ways conflicts can be resolved without
resorting to violence
b. Have each student discuss his/her
ideas with a partner.
c. Have each pair join another pair to
expand their sharing and for
synthesizing.
Final Task
The Things I Must Fight For.
(20 minutes)
a. The students will conduct an
interview regarding the three things
that are worth the good fight.
b. They will also include asking the top
five causes/ reasons why they are
worthy of such.
c. They may involve non-government
organizations.
d. They can also use the library
resources to find more about these
NGOs.
The students are more exposed to
social media, so posting this for easy
retrieval of answers/ responses is more
interesting and easier for them.
 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
VII. REFLECTION 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: