GRADES 1 TO 12 School DANIEL NATIONAL HIGH Grade Level 7

DAILY LESSON SCHOOL

LOG Teacher JHONA CRUZ Learning Area English
Teaching Date & Time Quarter Third

I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of how Philippine
Literature under the Period of Emergence and other text
types through using different reading, listening, and viewing
strategies, word relationships and associations,
direct/reported speech, passive/active voice, simple past and
past perfect tenses and sentence connectors; employing the
appropriate oral language and stance in informative speech
forms to express ideas, opinions, feelings and emotions; serve
as tools to assert one’s identity in a diverse society.
B. PERFORMANCE STANDARD The learner proficiently participates in a simple debate about
asserting identity in a diverse society.
C. LEARNING At the end of the lesson, the learners are expected to:
COMPETENCIES/OBJECTIVES  Express ideas and opinions based on text listened
to(EN7OL-III-b-3.4.1)
 Identify the features of narrative texts(EN7WC-III-b-2.2.12)
 Link sentences using logical connectors that signal
chronological and logical sequence.
II. CONTENT Setting Aside Differences: Where’s the Patis?
III. LEARNING RESOURCES
A. References Setting Aside Differences, Module 3, Lesson 2
1. Teacher’s Guide Pages 309-326
2. Learner’s Material Pages 319-334
3. Textbooks
4. Additional Materials from
Learning Resource Portals
B. Other Learning Materials Blackboard, Power point Presentation, Cut outs, pictures
IV. PROCEDURES
A. Reviewing the previous lesson INITIAL TASK:DELICIOUSLY DIFFERENT
or presenting the new lesson 1. Invite the learners to go over the list of words inside the
table.
2. Ask the learners to form a group and group the foods
according to their place of origin.
3. Remind the learners that they will use the three major
islands of the Philippines to group the foods.
4. Ask who got the most number of correct words.
5. Inform the learners that they will learn more about
setting differences by food example in the next activity.

B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the
lesson
D. Discussing new concepts and
practicing new skills #1
To get to know more about the poem of Francisco Petrarch entitled
“Laura”.
Present task 2 on page 320.
LISTENING TEXT: A SAUCE FOR A CAUSE
1. Tell the learners that after they have discovered different
foods from the Philippines, they will find out more about
Philippine sauce in the next part of the lesson.
2. Inform them that they will listen to a text about sauce.
3. Remind them that they need to listen only during the first
reading of the text.
4. During the second reading, instruct the learners to
complete the table found n the LM.
5. Ask the learners to complete the table in 2minutes fter the
second reading.
6. Call volunteers to present their answers in front.
7. Process the activity by asking some questions.Emphasize
that the learners will be able to set their expectations for
this lesson in the next activity.
Direct students to task 4: A Condiment for All Seasons.
1. Introduce the activity for this phase by saying that the
selection they will read has something to do with patis.

E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
G. Finding Practical applications
of concepts and skills in daily
living
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
J.Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
Prepared by:
LEAH M. SORIANO
Teacher
Recommending Approval:
ENGR. MAGDALENA C. MANAOAT, Ph.D.
Principal IV
2. Direct students to the activity in the LM.
3. Ask them to go with their group.Instruct them to list
down all the foods that will taste delicious when patis is
used as a condiment.
4. Give them 3 minutes to finish the task.
5. Have them share their answers in front of the class.
6. Process the activity by asking some questions:
7. Introduce the text to the learners using this activity as a
springboard.
8. Remind the learners that they will look first into some
expressions that they may encounter in the selection.
Task 5: You’re Not Eating Your Words
1. Present this activity by stating that they will complete a
list of sentences using proper expressions.
2. Lead the learners in answering the activity.(Give them 5
minutes to finish the task.)
3. Inform the learners that the words used in this activity
are called collocations.
4. Present the story to the class by asking them to
remember the words in this activity.
Direct the learners to read the selection “Where’s the
Patis?”Afterwards, guide the learners in answering the questions
given.
Direct the learners in studying the notes on narrative
texts provided in their LM.
Group the learners into five (5).
Instruct the students to do their assigned task:
Group 1. The learners will list all the foreign fods mentioned in the
narrative, Filipino counterpart of the foods and write the country of
its origin.
Group 2. The learners will discover the favourite food of the Pinoy
in the selection and indicate the reasons why he likes them.
Group 3. The learners will identify the mood of the selection and
list all the events in the story that will support the mood.
Group 4. The learners will identify the theme of the selection. They
will also find events or lines from the story which will support the
theme.
Group 5. The learners will find the important events from the
narrative and arrange them in order.
*Ask the students to present their wok. Highlight the
elements of a narrative text used in each output.
Checked by:
MISS ARACELI G. ESTEBAN
HT-III, English
Approved:
THELMA E. ROYECA, Ed.D.
Public Schools District Supervisor