Republic of the Philippines

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

Teacher: BERNARD T. PAMA Learning Area: ENGLISH

Teaching Dates: WEEK 2 (NOVEMBER 7-11, 2022) Quarter: SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance 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.
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
Competencies/Objectives: anticipatory
Write the LC Code for each devices/tasks to activate prior
knowledge about the topic of
reading/viewing selection.
LC2b: Determine the order of
RC1b: Use information GS2a: RC1e: Respond to
presented in a reading Use correct ideas, issues, and
or viewing selection to determiners. concerns presented
infer, to evaluate, and to in a reading or
express critical ideas. viewing selection in
RC1e: Respond to ideas, creative forms.
 significant events in the text issues, and concerns
listened to. presented in a reading WC2b: Distinguish
RC1a: Use predictive and or viewing selection in between and among
anticipatory creative forms. a journal entry, an
devices/tasks to activate prior VD2b: Identify figures of anecdote, a
knowledge about the topic of speech that show travelogue, a
reading/viewing selection. comparison: simile. personal letter, and
RC1b: Use information a
presented in a reading or blog entry.
viewing selection to infer,
to evaluate, and to express SS2a: Identify the
critical ideas. features of primary
information sources.
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
by Francisco Arcellana by Francisco Arcellana Determiners. primary
information
Simile sources.
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES
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 Pictures of a Samples of
handouts ( Copies of the the selection) Filipino family journals,
selection) pictures travelogue, and
chart/table/diagram personal letter
( sociogram)

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
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. Review will focus on Simile will be reviewed.
Word Play: characters of the story Pre-test:
Unlocking and the situation they The learners will give at
Vocabulary are in to. least three examples. (10
Difficulties (10 minutes)
minutes)
a. The students will
give the meanings of
words through
demonstrations and
examples.
The learners will be
asked to share ideas
and observations
related to death.
(5 minutes)
TOTAL RECALL:
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.
SEE YOUR TEXT:
LISTENING
#1 ACTIVITY
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 by the students which you can infer from formative assessment activities. Sustain learning
IV.PROCEDURES
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 WE ARE
and Practicing New Skills FAMILY: In depth
#2 discussion of the text
(15 minutes)
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
(Leads to Formative CERTAIN (15 minutes)
Assessment ) 1. The learners will
study the given 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 MAKING IT
and Skills in Daily Living WHOLE: Unguided
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.
V. PROCEDURES 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.
H. Making Generalizations SYNTHESIS (15-20
and Abstractions about the minutes)
Lesson a. The class will
describe the Angeles
family.
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

Application or Remediation create 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 help the students learn?
VII. REFLECTION
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:

BERNARD T. PAMA SHIONA B. CABONILAS
Teacher 1 School Head