School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII

GRADE 7 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Week 9 Quarter: FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet 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: contemporary Philippine literature as a means of responding demands of the global village;
various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives,
prepositions, verbs, and wh- questions.
B. Performance Standards: The learner transfers learning by: explaining the needs to be cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning EN7LC-IVi-8.3, EN7OL-IVi-5, EN7RC-IVi-10.5, EN7RC-IVi-10.5,

Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
EN7VC-IVi-16, EN7G-IVi-6.1, EN7VC-IVi-16, and EN7VC-IVi-16, and
EN7LT-IV0-7, and EN7V-IVi-23.2, and EN7WC-IVi-2.8.6.2 EN7WC-IVi-2.8.6.2
EN7OL-IVi-5 EN7RC-IVi-10.5
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.
Biographical Sketch Understanding Writing a Biographical Presentation of
Biographical Sketch Sketch Written Biographical
Sketch
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
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


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
IV. PROCEDURES
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 1 (7 minutes)
The class will recall about their
life since birth, and the
significant events within their
existence.
Task 2 (8 minutes)
A. The teacher will read an
example of a biographical
sketch of Jose Rizal
B. Let the students note the
information being mentioned
Task 3 (8 minutes)
After the activity, the following
questions will be asked:
a) What were the information
being mentioned?
b) Based on the example,
what do you think is a
biographical sketch?
Task 4 (37 minutes)
Another biographical sketch
will be presented
1. Jose Garcia Villa
2. Nick Joaquin
3. Lualhati Bautista
The set of biographical sketch
will be discussed further in
order to know its format.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
V. PROCEDURES
H. Making Generalizations and
Abstractions about the
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 (20 minutes)
After examining the
examples, the students will
be given tips on how to write
a biographical sketch.
http://grammar.yourdictiona
ry.com/grammar-rules-and-
tips/tips-on-writing-a-
biographical-sketch.html
Task 6 (18 minutes) Task 6.1 (8 minutes)
Let the students practice by Then, let the students make a
interviewing a partner using biographical sketch about
the basic Wh- question, such their partners based from the
as: What is your name? When information they have
is your birthday? Where were gathered.
you born? Who are your
parents? The students may
add more questions
Task 7 (22 minutes)
Then, let the students make a
biographical sketch about
their partners based from the
information they have
gathered.
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 8 (20 minutes)
A. The students will be
 Lesson
I. Evaluating Learning
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
reminded of the following
information about writing
someone else’s biographical
sketch.
http://templatelab.com/biogra
phy-templates/
http://www.usd116.org/profd
ev/ahtc/lessons/heaterfel09/B
ioSketchInfo.pdf
Task 9 (32 minutes) Activity
(60 minutes)
The students will be presented The student’s presentation
with prompts about the topic (reading/sharing) will be
and they will evaluate whether 50% of their rating.
it is true or false. The other 50% will be their
written output.
http://bettymingliu.com/2014
/08/how-to-write-a-bio/
Home Task
Using their “Clock Partner”
organizer, the students will
write a biographical sketch
with pictureabout their date at
7:00 o’clock in the evening.
With this following criteria:
Content – 20
Mechanics – 15
Creativity – 15
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 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.
 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 used/discover
which I wish to share with
other teachers?