Professional Documents
Culture Documents
DLL 2nd Quarter Wk4
DLL 2nd Quarter Wk4
DLL 2nd Quarter Wk4
Department of Education
Caraga Administrative Region
DIVISION OF AGUSAN DEL SUR
Government Center
Patin-ay, Prosperidad, Agusan del Sur
CECILIA NATIONAL HIGH SCHOOL
Cecilia, San Luis, Agusan del Sur
San Luis District 1
School I.D. 304738
DAILY LESSON LOG
GRADE 7
C. Learning RC1a: Use predictive and anticipatory VD2c: Identify figures of speech that WD2e: Compose a travelogue.
devices/tasks to activate prior show contrast (irony, oxymoron, SS2c: Follow protocols in electronic
Competencies/Objectives: knowledge about the topic of and paradox). search engines to limit the RC1e: Respond to ideas, issues,
and concerns presented in a reading
Write the LC Code for each reading/ viewing selection. information search process.
or viewing selection in creative
OL2e: Talk about why and how people
react differently to a text listened to, RC1b: Use information presented in forms.
a reading or viewing selection to OL2e: Talk about why and how
read, or viewed based on one’s
background knowledge, purpose, and infer, to evaluate, and to express people react differently to a text
critical ideas. listened to, read, or viewed based on RC1b: Use information presented in
point of view. a reading or viewing selection to
RC1d: Determine the validity and unity one’s background knowledge,
purpose, and point of view. infer, to evaluate, and to express
of the details of a parallel informative RC1c: Determine the relevance and critical ideas.
text vis-à-vis its intended purpose and unity of the elements of a literary text
production milieu. vis-à-vis its intended purpose and GS2c: Use varied verb
production milieu. complementation forms.
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 Message or tone of the “The Wedding Dance” Verb Complementation Debate
poem/ song Irony forms
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 17-19 20 21 22
3. Textbook Pages
DIFFERING VIEWS
In preparation for the informal debate
which is set on Day 4, the students must
have grouped into 4 sets and have
chosen/ planned for the following:
1. Reasons why a person has to let go of
somebody he or she loves;
2. Side of the issue;
3. Narrowing down of the chosen issue;
3. Argument;
4. Support; and,
5. Questions for their opponent.
After the students have planned and
collaborated, they should:
1. Submit a report about their specific tasks
for the informal debate;
2. Include in their report the topic they are
going to argue about; and,
3. Gather materials for support.
D. Discussing New Concepts HOW IRONIC! (10 minutes)
See Task 1 ‘Your Discovery Tasks’
and Practicing New Skills #1 1. The students will be guided in
understanding and appreciating this
literary technique.
2. They will determine whether the
given statements are ironic or not, with
an explanation.
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