School: LA PAZ NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12 Teacher: JESTONI R. PANTULLANA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Week 2 ( Module 2) 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 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 RC1a: Use predictive and anticipatory RC1b: Use information presented in GS2a: RC1e: Respond to ideas, issues,

Competencies/Objectives:
devices/tasks to activate prior a reading or viewing selection to Use correct determiners. and concerns presented in a reading
knowledge about the topic of infer, to evaluate, and to express or viewing selection in creative
Write the LC Code for each reading/viewing selection. critical ideas. forms.
LC2b: Determine the order of RC1e: Respond to ideas, issues,
significant events in the text listened to. and concerns presented in a reading
WC2b: Distinguish between and
RC1a: Use predictive and anticipatory or viewing selection in creative
devices/tasks to activate prior forms. among a journal entry, an anecdote,
a travelogue, a personal letter, and a
knowledge about the topic of VD2b: Identify figures of
reading/viewing selection. speech that show comparison: blog entry.
RC1b: Use information presented in a simile.
reading or viewing selection to infer, SS2a: Identify the features of
to evaluate, and to express critical primary information sources.
ideas.
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 The Mats The Mats

Features of primary
information sources.
by Francisco Arcellana by Francisco Arcellana Determiners.

Simile
III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 9 10 11 11

2. Learner’s Materials Pages 7-12 12-13 13-14 14-15

3. Textbook Pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Activity sheet Hand-outs
Tarpapel/ real mat, & handouts ( Copies of the Pictures of a Filipino family Samples of journals,
handouts ( Copies of the selection) travelogue, and personal
pictures letter
selection)
chart/table/diagram
( sociogram)

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.
A. Reviewing Previous Lesson
or Presenting the New Pre-assessment. Review will focus on characters Simile will be reviewed.
Lesson Word Play: Unlocking Vocabulary of the story and the situation Pre-test:
Difficulties (10 minutes) they are in to. The learners will give at least three
a. The students will give the meanings of examples. (10 minutes)
words through demonstrations and
examples.

B. Establishing a Purpose for

the Lesson The learners will be asked to
share ideas and observations
related to death.
(5 minutes)

C. Presenting
Examples/Instances of the TOTAL RECALL:
Lesson Activating Prior Knowledge (5 minutes)
d. Ask students their experiences
regarding remembering dead loved ones.
e. Have them listen to similarities and
differences of their experiences.
D. Discussing New Concepts and Practicing SEE YOUR TEXT: LISTENING ACTIVITY
New Skills #1 a. The class will be divided into 10 groups.
b. The concept of jigsaw reading will be
discussed and each group will decide the
parts to read and the order of reading these
parts.
d. They need to listen for cues that will signal
transition of paragraphs or ideas.
e. They must listen for important details about
the narrative. ( 20 minutes)
CHECK POINT (20 MINUTES)
a. Process what the students have listened to by
discussing the following:
i. structure of the jigsaw reading vis-à-vis the
structure of the narrative
ii. importance of cues like transition devices,
 repetitions,
pronouns and their antecedents
b. The students will answer the comprehension
questions regarding the listening text.

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
IV.PROCEDURES 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.
E. Discussing New Concepts and WE ARE FAMILY: In depth
discussion of the text (15 minutes)
Practicing New Skills #2 1. Explain the concept of a
sociogram.
2. Cite example for better understanding
of it.
3. Guide them as they make the
sociogram for the Angeles family.
SPOKEN FOR: COMPARISON AND
CONTRAST OF DETAILS (15 mins)
a. Recall specific details about the
mats given by Mr. Angeles by
completing the table as a class.
b. Lead them into constructing
comparison-contrast sentences
using words like both, and, but etc.
c. Make the class further practice
comparison-contrast by talking
about Filipino practices and beliefs
regarding death.
AS YOU LIKE IT: VOCABULARY
Development (30 minutes)
a. Have the class read the phrases
with similes.
b. Discuss with them the forms and
functions of similes.
c. Ask them to make comparisons
of the given items using similes.
Provide examples when
necessary.
d. Assign the class to make a
research on Filipinos and other
cultures‘, burial beliefs and
practices. To facilitate the
research, you can assign specific
regions and nations to work on per
student and/or group.
e. Ask them to share their research
with their group mates and have
them summarize by writing
comparison-contrast sentences
/paragraphs using similes.
f. Have them prepare an oral report
for their output.
F. Developing Mastery TASK 3. CERTAINLY CERTAIN (15
 (Leads to Formative minutes)
1. The learners will study the given
Assessment ) phrases and they will answer the
questions that follow:
a. What word introduces each
phrase?
b. What do these words do to the
nouns in the phrases?
3. They will look for other phrases that
are introduced by the determiners like a,
an, the, that,, his, etc.

G. Finding Practical
Applications of Concepts and MAKING IT WHOLE: Unguided
Skills in Daily Living Practice (15 minutes)
a. Ask the class to read the whole
passage.
b. Throw some comprehension
questions about it.
c. Have them answer the exercise.
d. Process their answers by asking them
why they use such determiners.

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
V. PROCEDURES 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 SYNTHESIS (15-20 minutes)
a. The class will describe the Angeles
Abstractions about the family.
Lesson b. Have them cite events/situations in
the story that support their descriptions.
c. Make the class see the social
dynamics of a Filipino family.
d. Highlight the importance of the
members of the family even the dead
ones

I. Evaluating Learning YOUR FINAL TASK

Task 1. Nothing But the Truth
1. The learners will identify library
sources used in a research.
2. With the given list, they will
determine the common characteristic of
the sources in the first column? in the
second column?
4. The importance of primary sources
will also be drawn from this task.
5. They must also determine when
secondary sources are used?
Task 2: Sourcing Information
1. The learners will locate examples of
primary and secondary sources. In
particular, they will look for a journal
entry, an anecdote, a travelogue, a
personal letter, and a blog entry in the
 library.
2. Study them and summarize your
findings in the table.
3. Choose one from the tasks:
a. Assume that you are Mr. Angeles.
Make a travelogue about your trips in
Southern Philippines.
b. Write a journal entry regarding
personal experiences of losing a loved
one.
c. Write a personal letter to Mr. Angeles
expressing your sympathy and
encouragement.
d. Write an anecdote on coping with a
loss.

J. Additional Activities for The learners may create

Application or Remediation their own travelogue / travel
brochure about his/her trips to
other places. They will use
indigenous materials as
primary or secondary sources
of information.
The learners may access
the internet for samples and
tips on how to make the said
tasks. They can work on these
in the computer lab.
DRAW & TELL. The
learners will be asked to draw a
picture that depicts/ describes
a Filipino family based on the
synthesis made. This must also
include the characteristics and
values/ practices.
( Assignment)

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
VII. REFLECTION 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.
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:

JESTONI R. PANTULLANA
NORMIE E. TEOLA
Teacher I School Principal II