School: Sta.

Josefa National High School Grade Level: 7

GRADE 7 Teacher: Joelle B. Labadan Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and APRIL 17-21, 2023 8:30-9:30-Flexibility
Time: 11:00-12:50-Blueberry, 3:00-4:00-SPS Power Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  The learner demonstrates understanding of the citing of textual evidence and provide the examples from a text in order to prove the information.

B. Performance  The learner should be able to present how the textual evidence give the different state of text.
Standards
C. Learning  Learn the importance of textual evidence using the text information.
Competencies
 EN7RC-IV-g.10.4

D. Learning Objectives  Identify historical approach in  Critique a literary selection based on

reader-response. Periodic Periodic
critiquing a selection.
 Critique a literary selection in  Differentiate between historical and
Exam Exam HOLIDAY
historical approach. reader-response.

Write LC code for each

II. CONTENT Critiquing: Historical Approach Reader-response

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
LAS English Quarter 3-week 6
LAS pp. 1-3 LAS pp. 2-3
Internet/Google
Printed materials.
Internet/Google
Historical approach sees literature Explain/ discuss critiquing a literary
as both a reflection and product of selection using historical and reader-
the times and circumstances in response approaches.
which it is written.
Activity 1: The learners will read the Just take a look with the illustration
information below and learn to below.
critique a story using the historical
approach.

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing mastery
(Leads to Formative
Assessment)
The teacher will ask the learners if
who among them love to eat
chocolates? Or let them share a
short story about their experiences
about chocolates?
Activity 2: Question and Answer
about chocolate: a short and sweet
history.
Activity 3: Read each passage and
look for clues that reveal the sitting.
Then let each group explain.
Activity 4: Direction: Arrange the
following statements from 1-5
based on the text provided.
______1. The industrial revolution
found ways in speeding up the
chocolate-making process which led
to the creation of chocolate in food
form.
______ 2. Mayan and Aztec people
believed that cocoa beans had
magical powers. They consumed
chocolate as a drink popular among
nobility. It played an important part
in ritual and culture.
______ 3. Many "chocolate houses"
were built as a trendy meeting place
for many English citizens.
_______ 4. Chocolate became so
popular in America that this was
included in the rations for soldier
TEXT  READER = MEANING
Activity: Let’s learn more!
Reader-response suggests that the
role of the reader is essential to the
meaning of a text, for only in the
reading experience does the literary
work oral advice.
Activity 2: Read the story below to
answer the activities that follow.
“The Last Leaf”
G. Henry
Group Activity about the story, then
followed by presentation of outputs.
Activity 3: Direction: Read and
analyze the statement carefully: Write
the letter of the correct answer.
1. Sue said, “Never mind the leaves,
think about yourself”. Never mind
means_____.
a. think about
b. don’t think about
c. ask about
d. don’t ask about
2. What was surprising after the
storm?
a. the sound of the rain tapping at the
window.
b. The wind was howling.
c. Joanna wanted to die.
d. The last leaf was still on the view.
3. A hermit is a person who
________.
a. lives in Greenwich Village
b. lives with a prolonged illness.
c. works as a fisherman.
d. lives alone in a secluded.
4. The conflict in “The Last Leaf” is
_____
a. Johnsy loses the will to live.
b. Mr. Behrman will not pose for a
portrait.
c. Sue’s lack of concern for Johnsy.
d. The last leaf will not fall.

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
during the Revolutionary war.
Europeans brought chocolate home
to Europe and added cinnamon and
sugar instead of original chili and
corn.
Historical method is the collection of
technique guidelines that historian
used to research and write histories
of the past.
Which historical evidence is
anecdotal “an individual is personal
accounts of his or her experience”
Examples include mainly primary
sources, such as dairies, letters’
transcriptions of conversations or
interventions or memories.
Activity 4: Direction: Arrange the
following statements from 1-5 based
on the text provided.
______1. The industrial revolution
found ways in speeding up the
chocolate-making process which led
to the creation of chocolate in food
form.
______ 2. Mayan and Aztec people
believed that cocoa beans had
magical powers. They consumed
chocolate as a drink popular among
nobility. It played an important part in
ritual and culture.
______ 3. Many "chocolate houses"
were built as a trendy meeting place
for many English citizens.
_______ 4. Chocolate became so
popular in America that this was
included in the rations for soldier
during the Revolutionary war.
Europeans brought chocolate home
Reader-response criticism is a school
of literary theory that focuses on the
reader and their experience of a
literary work, in contrast to other
schools and theories that focus
attention primarily on the author or the
content and form of the work.
Why we need to critique or judge
some literary works?
Direction: Read and analyze the
statement carefully: Write the letter of
the correct answer.
1. Sue said, “Never mind the leaves,
think about yourself”. Never mind
means_____.
a. think about
b. don’t think about
c. ask about
d. don’t ask about
2. What was surprising after the
storm?
a. the sound of the rain tapping at the
window.
b. The wind was howling.
c. Joanna wanted to die.
d. The last leaf was still on the view.
3. A hermit is a person who
________.
a. lives in Greenwich Village
b. lives with a prolonged illness.
c. works as a fisherman.
d. lives alone in a secluded.
4. The conflict in “The Last Leaf” is
_____
a. Johnsy loses the will to live.
b. Mr. Behrman will not pose for a
portrait.
c. Sue’s lack of concern for Johnsy.
 to Europe and added cinnamon and
sugar instead of original chili and d. The last leaf will not fall.
corn.
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

JOELLE B. LABADAN LUZVIMINDA M. BOJOS

Master Teacher I JHS Asst. Principal for Academics

Approved by:

EDUARDO J. JULVE
Principal III