School:
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B.Performance Standards
C. Learning Competencies
II. CONTENT (Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B.Other Learning Resources
BANI EAST INTEGRATED SCHOOL
Teacher:
Teaching Dates and Time:
MONDAY
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.
Transcode information from
linear to non-linear texts and
vice-versa EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-
LINEAR TEXT & VICE VERSA
Pages 16-18
MADEL C. CATABAY
January 9-13, 2023
TUESDAY
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.
Transcode information from
linear to non-linear texts and
vice-versa EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-
LINEAR TEXT & VICE VERSA
(CONTINUATION OF THE
LESSON)
Pages 19-20
Grade Level:
WEDNESDAY
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.
Transcode information from linear to
non-linear texts and vice-versa
EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-LINEAR
TEXT & VICE VERSA
Pages 21-23
VII
Learning Area: ENGLISH
Quarter:
THURSDAY
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.
Transcode information from linear to
non-linear texts and vice-versa
EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-LINEAR
TEXT & VICE VERSA
(PERFORMANCE TASK)
2nd QUARTER
FRIDAY
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.
Transcode information from linear to
non-linear texts and vice-versa
EN8RC-IIe-11
ICL-TRANSCODING
INFORMATION FROM LINEAR TO
NON-LINEAR TEXT & VICE
VERSA / READING
INTERVENTION
IV.PROCEDURES
A.Review Previous
Lessons/Introduction of the Lesson
B. Establishing purpose for the
Lesson
C. Presenting examples /instances
of the new lessons
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts &
practicing and concern to new skills
#2
F.Developing Mastery (Leads to
Formative Assesment 3
G. Valuing. Finding Practical
FACT OR BLUFF: Recall the lesson discussed Make a recap of what was Recall the previous lesson. Students not under the Reading-
Statements will be stated by yesterday. discussed yesterday. Give only in-Tandem Program will
the teacher about linear and phrases related with the lesson accomplish their performance
non-linear text. Students will and post it on the board. Task. Meanwhile, students who
distinguish whether it is fact are beneficiary of the reading
or bluff. program will undergo reading
session with their reading
buddies.
State the objectives of the State the objectives of the State the objectives of the State the mechanics/criteria of Teacher will discuss the
lesson. lesson. lesson. the Performance Task. mechanics/procedures in
creating the task and the lesson
for the reading buddies.
Analyze and draw data from Show other examples of graph Present an example output of the Example of PTs will be shown to
the pie chart presented by the with interpretations through a Performance Task. the students.
teacher. powerpoint presentation.
Answer the process State the tips on how to Discuss the Task: Reading Session/ Performance
questions: transcode non-linear text to To further increase the skills in Task
1. How did you come linear text. transcoding data, create a non-
up with your linear text to present the
answers in the information below:
1. The different chores I
activity?
perform at home
2. How do you
2. The 5 things I will buy if
interpret graphs,
I have three thousand
tables and charts?
pesos. (indicate
3. What are the steps
prices.)
or ways to be
considered in
helping you
transcode
information from
linear to non-linear
text and vice-
versa?
Discuss the different steps for Reading Sessions
a simple linear interpretation
and tips on how to do the
information transfer.
Group Work: Transcode the given non-linear
Answer What’s More Letter A text to linear text.
on page 20 of the Learner’s
Module.
Ask: What are the steps or Draw relations in real life Draw relations in real life
Applications of concepts and skills ways to be considered in scenario with the situation scenario with the situation
in daily living helping you transcode presented by the teacher about presented by the teacher.
information from linear to budgeting.
non-linear text and vice-
versa?
H. Making Generalizations & Exit Cards: Ask: How do you transcode non- What are the insights you gained
Abstractions about the lessons In a sentence, write a linear text to linear text after accomplishing the task?
summary of what was effectively?
learned.

I. Evaluating Learning Group Sharing/Evaluating A 20-item quiz will be given. Task Evaluation. Reading Post Test/ Checking of
Outputs
J. Additional activities for application
or remediation

V.REMARKS Continuation of the lesson on GAD CORE VALUES: GAD CORE VALUES: GAD CORE VALUES: GAD CORE VALUES:
the second day Equalize opportunities Equalize opportunities Equalize opportunities Equalize opportunities
GAD CORE VALUES:
Equalize opportunities

VI. Reflection
A.No. of learners who earned 80%
in the evaluation

B. No. of learners who requires

additional acts.for remediation who
scored below 80%

C. Did the remedial lessons work?

No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did this work?

F. What difficulties did I encounter

which my principal/supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?
Prepared by:

MADEL C. CATABAY
Subject Teacher

Checked by:

HELEN O. CALORA.
Head Teacher

Approved:
EDDIE O. VILORIA
Principal I

School: BANI EAST INTEGRATED SCHOOL Grade Level: VII

GRADES 1 to 12 Teacher: FELIPE C. ORTALEZA Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: January 9-13, 2023 Quarter: 2nd QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B.Performance Standards
C. Learning Competencies
II. CONTENT (Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous
Lessons/Introduction of the Lesson
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.
Transcode information from
linear to non-linear texts and
vice-versa EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-
LINEAR TEXT & VICE VERSA
Pages 16-18
FACT OR BLUFF:
Statements will be stated by
the teacher about linear and
non-linear text. Students will
distinguish whether it is fact
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.
Transcode information from
linear to non-linear texts and
vice-versa EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-
LINEAR TEXT & VICE VERSA
(CONTINUATION OF THE
LESSON)
Pages 19-20
Recall the lesson discussed
yesterday.
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.
Transcode information from linear to
non-linear texts and vice-versa
EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-LINEAR
TEXT & VICE VERSA
Pages 21-23
Make a recap of what was
discussed yesterday. Give only
phrases related with the lesson
and post it on the board.
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.
Transcode information from linear to
non-linear texts and vice-versa
EN8RC-IIe-11
TRANSCODING INFORMATION
FROM LINEAR TO NON-LINEAR
TEXT & VICE VERSA
(PERFORMANCE TASK)
Recall the previous lesson.
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.
Transcode information from linear to
non-linear texts and vice-versa
EN8RC-IIe-11
ICL-TRANSCODING
INFORMATION FROM LINEAR TO
NON-LINEAR TEXT & VICE
VERSA / READING
INTERVENTION
Students not under the Reading-
in-Tandem Program will
accomplish their performance
Task. Meanwhile, students who
are beneficiary of the reading
 or bluff. program will undergo reading
session with their reading
buddies.
B. Establishing purpose for the State the objectives of the State the objectives of the State the objectives of the State the mechanics/criteria of Teacher will discuss the
Lesson lesson. lesson. lesson. the Performance Task. mechanics/procedures in
creating the task and the lesson
for the reading buddies.
C. Presenting examples /instances Analyze and draw data from Show other examples of graph Present an example output of the Example of PTs will be shown to
of the new lessons the pie chart presented by the with interpretations through a Performance Task. the students.
teacher. powerpoint presentation.
D. Discussing new concepts and Answer the process State the tips on how to Discuss the Task: Reading Session/ Performance
practicing new skills #1. questions: transcode non-linear text to To further increase the skills in Task
4. How did you come linear text. transcoding data, create a non-
up with your linear text to present the
answers in the information below:
3. The different chores I
activity?
perform at home
5. How do you
4. The 5 things I will buy if
interpret graphs,
I have three thousand
tables and charts?
pesos. (indicate
6. What are the steps
prices.)
or ways to be
considered in
helping you
transcode
information from
linear to non-linear
text and vice-
versa?

E. Discussing new concepts & Discuss the different steps for Reading Sessions
practicing and concern to new skills a simple linear interpretation
#2 and tips on how to do the
information transfer.
F.Developing Mastery (Leads to Group Work: Transcode the given non-linear
Formative Assesment 3 Answer What’s More Letter A text to linear text.
on page 20 of the Learner’s
Module.
G. Valuing. Finding Practical Ask: What are the steps or Draw relations in real life Draw relations in real life
Applications of concepts and skills ways to be considered in scenario with the situation scenario with the situation
in daily living helping you transcode presented by the teacher about presented by the teacher.
information from linear to budgeting.
non-linear text and vice-
versa?
 H. Making Generalizations & Exit Cards: Ask: How do you transcode non- What are the insights you gained
Abstractions about the lessons In a sentence, write a linear text to linear text after accomplishing the task?
summary of what was effectively?
learned.

I. Evaluating Learning Group Sharing/Evaluating A 20-item quiz will be given. Task Evaluation. Reading Post Test/ Checking of
Outputs
J. Additional activities for application
or remediation

V.REMARKS Continuation of the lesson on GAD CORE VALUES: GAD CORE VALUES: GAD CORE VALUES: GAD CORE VALUES:
the second day Equalize opportunities Equalize opportunities Equalize opportunities Equalize opportunities
GAD CORE VALUES:
Equalize opportunities

VI. Reflection
A.No. of learners who earned 80%
in the evaluation

B. No. of learners who requires

additional acts.for remediation who
scored below 80%

C. Did the remedial lessons work?

No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did this work?

F. What difficulties did I encounter

which my principal/supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by:
FELIPE C. ORTALEZA
Subject Teacher

Checked by:

HELEN O. CALORA.
Head Teacher

Approved:
EDDIE O. VILORIA
Principal I