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 10 Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content 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.

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
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
LC1g: Distinguish between and among the
functions of nonverbal cues: repetition,
contradiction, substitution, complementation,
and accentuation.
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.
Non-verbal cues
OL1g: Observe the right oral language
conventions when inquiring about,
summarizing, or reacting to what has been
listened to/read or observed.
Oral Language Conventions
VD1h: Explain why familiar, colloquial, and
idiomatic expressions are used more often in
oral communication.
RC1e: Respond to ideas, issues, and
concerns presented in a reading or viewing
selection in creative forms.
Idiomatic Expressions
WC1h: Revise a series of simple paragraphs
in terms of content, style, and mechanics
collaboratively and
independently.
GS1e: Formulate compound sentences.
SS1e: Accomplish the appropriate library
forms to locate, process, and document
resource information.
Locating, Processing, And
Documenting Resource
Information

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
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources
Search engines CD’s
Gadgets Sound system

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
1. Establishing a Purpose for the
Lesson
2. Presenting Examples/Instances
of the Lesson
3. 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.
Pre-assessment: (30 minutes)
1. The students will review lesson
from module 1-9.
2. Pre-test. ( 30- item quiz)
They will also recall the
Final tasks presented and
will determine significance of
such.( 5 MINUTES)
Some will be asked to
demonstrate what they did
present already. (5
MINUTES)
TALENT EXTRAVAGANZA
(20 MINUTES)
PLANNING/ PREPARATION
1. The students will stage a
Talent Extravaganza- the
culminating activity for the 2nd
Quarter, wherein they will perform
creative presentations.
2.The class will be divided into 5
groups.
3. They can present readers
theater, choral reading, comical
skits, speech, poem, storytelling,
and the like.
4.Each group will be assigned to
different committees- décor,
physical arrangement, program/
invitation, documentation and
program coordinators.
 5. The literary pieces/ texts that
will be used should be culled from
a reliable source and such must
be identified in the presentation.
6. They will be rated based on the
performance of the team and the
whole class. The highest rate will
be 5 and the lowest is 1.
7. They must be creative also in
their attire and props.
8. Other language teachers may
be invited to witness and to
evaluate their performance.
9. The speakers in the program
should also apply all the
conventions in writing to come up
with an effective output.

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
IV. PROCEDURES 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.
4. Discussing New Concepts and
Practicing New Skills #2 TALENT
EXTRAVAGANZA-
REHEARSAL/ THE 2ND Quarter
PRACTICE CULMINATING
ACTIVITY

5. Developing Mastery
(Leads to Formative
Assessment 3)
REHEARSAL/
Final PRACTICE
6. Finding Practical Applications of
Concepts and Skills in Daily The said activity will
Living be documented and
maybe uploaded for
review and for the
students’ portfolio.
 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
V. PROCEDURES 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.
7. Making Generalizations and
Abstractions about the Lesson

8. Evaluating Learning

9. Additional Activities for

Application or Remediation

VI. REMARKS
 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
VII. REFLECTION 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: Checked by:

MICHELLE P. EDOROT
PURA G. VILLAR
Teacher I School Head