GRADES 1 TO 12 School BAYORBOR NHS Grade Level Seven(7)

DAILY LESSON Teacher MENCHIE G. VALENCIA Learning Area English

LOG Teaching Dates March 21, 2024 Quarter 3
and Time:
7:00-8:00 G7-Mabini

I. OBJECTIVES At the end of the lesson, the learners are expected to:
 Identify figures of speech that are commonly used in literary text.
 Determine the figure of speech that shows comparison.
 Correctly answer the assessment test.
A. Content Standards The learner demonstrates understanding of: Philippine literature in 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.
B. Performance Standards 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 precis,
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 EN7G-II-c-10.1.2: Identify figures of speech that are commonly used in
Competencies/Objectives: literary text.
Write the LC Code for each
II. CONTENT Figures of Speech (Simile, Metaphor and Personification)

III. LEARNING RESOURCES

D. References
1. Teacher’s Guide Page
2. Learner’s Materials Pages LeaP for Grade 7/Learner’s Module
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson The teacher will have a review of the lesson by showing pictures that are
related to the story that was previously discussed.

Annotation:
Applied knowledge of content within and across
curriculum teaching areas.

-The teacher discussed the culture and tradition

in the story that the students read. Those culture
and tradition are also related to some of the
lessons discussed in Araling Panlipunan(AP).

(The given pictures have something to do with the lesson that the teacher
previously discussed. Ask the students to share something about it.)

1. Establishing a Purpose for the The teacher will proceed on introducing the next lesson related to the
 Lesson previous topic.Again, the teacher will provide 3 pairs of pictures wherein
students have to compare it.

Let’s Compare!
Annotation:
Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy
skills.

Applied a range of teaching strategies to

develop critical and creative thinking, as well as
other higher-order-thinking skills.

-The teacher uses pictures for the students to

compare. Student’s ability to construct
sentences can demonstrate.

Answer the following questions:

 What have you observe on the sentences your classmates
constructed?
 What words are used to compare those objects?
 When it comes to comparing two unlike objects, what figure of
speech do we usually used?

2. Presenting Examples/Instances Lead the students on the three (3) figures of speech that are commonly
of the Lesson used when in writing literary text.
3. Discussing New Concepts and Discuss and elaborate the following:
Practicing New Skills #1
Figurative language
Annotation: - gives clearness, force, and beauty to ideas and adds
Displayed proficient use of Mother Tongue, effectiveness to one’s speech and writing.
Filipino, and English to facilitate teaching and - uses figures of speech
learning. Figures of Speech
- is any use of words in a sense different from their literal
Maintained learning environments that promote definition.
fairness, respect, and care to encourage  Simile
learning.  Metaphor
 Personification
4. Discussing New Concepts and
Practicing New Skills #2 Let the students provide their own examples of Simile, Metaphor and
Personification.
Annotation:
Maintained learning environments that promote
fairness, respect, and care to encourage
learning.
5. Developing Mastery Identify whether the following statements is a simile, metaphor, or
(Leads to Formative Assessment 3) personification.
1. My house is my land.
Annotation: 2. His speech is like a whisper of a thousand bees.
Used strategies for providing timely, accurate, 3. Mighty rivers are furrowing the earth.
and constructive feedback to improve learner 4. The mountain peaks kissed the sky.
performance. 5. She is as beautiful as a garden filled with flowers.

6. Finding Practical Applications of

Concepts and Skills in Daily How important is the used of those figures of speech in writing a literary
Living text?

7. Making Generalizations and What is the difference between simile, metaphor, and personification?
Abstractions about the Lesson
Evaluating Learning
 8. Additional Activities for
Application or Remediation
Annotation:
Used a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
Write a 2 stanza poem using the figures of speech that you have learned.
Choose any of the following topics:
 Friendship
 The importance of marriage
 Being Loyal

-The teacher asks the students to compose their

own poem using the given topics. This will help
the students to enhance literary skills when it
comes to writing.
V. REMARKS
VI. REFLECTIONS The learners, in their notebooks, journals or portfolio will write their personal
insights about the lesson using the prompts below.

I understand that
________________________________________________

I realized that
____________________________________________________

I gain
____________________________________________________________

I recognize
_______________________________________________________
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
used/discover which I wish to share with
other teachers?

Prepared by:

MENCHIE G. VALENCIA
Teacher I

Noted by:

MARYANNE S. TIBAYAN
Master Teacher I

Checked by:

SIMEONA RECHIE C. OJALES,Ed.D

Principal III

GRADES 1 TO 12 School BAYORBOR NHS Grade Level Seven(7)

DAILY LESSON Teacher MENCHIE G. VALENCIA Learning Area English
 LOG Teaching Dates October 03, 2023 Quarter 1
and Time: (Tuesday)

7:00-8:00 G7-Mabini

I. OBJECTIVES At the end of the lesson, the learners are expected to:

Use direct and reported speech appropriately in varied contexts.

E. Content Standards The learner demonstrates understanding of pre-colonial Philippine literature

as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
F. Performance Standards The learner transfers learning by showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent
expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct
subject-verb agreement.
G. Learning EN7G-III-e-3: Use direct and reported speech appropriately in varied
Competencies/Objectives: contexts
Write the LC Code for each
VII. CONTENT Direct and Indirect Speech

VIII. LEARNING RESOURCES

H. References
6. Teacher’s Guide Page
7. Learner’s Materials Pages 22-25
8. Textbook Pages
9. Additional Materials from
Learning Resource (LR)
portal
10. Other Learning Resources
IX. PROCEDURES
B. Reviewing Previous Lesson or Have a review on the lesson about direct and indirect speech.
Presenting the New Lesson
9. Establishing a Purpose for the Lead the students to the continuation of the lesson on how to transcode
Lesson direct speech to indirect speech and vice versa.

10. Presenting Examples/Instances

of the Lesson
 11. Discussing New Concepts and
Practicing New Skills #1

12. Discussing New Concepts and

Practicing New Skills #2

13. Developing Mastery Directions: Identify if the given statement is a direct or indirect speech. Write
(Leads to Formative Assessment 3) your answer on the space provided before each number.( See your module
on pp. 23)

14. Finding Practical Applications of

Concepts and Skills in Daily
Living

15. Making Generalizations and What is the difference between Direct and Indirect Speech? Give examples
Abstractions about the Lesson
Evaluating Learning
16. Additional Activities for
Application or Remediation
X. REMARKS
XI. REFLECTIONS The learners, in their notebooks, journals or portfolio will write their personal
insights about the lesson using the prompts below.

I understand that
 ________________________________________________

I realized that
____________________________________________________

I gain
____________________________________________________________

I recognize
_______________________________________________________
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation

J. Did the remedial lessons work? No. of

learners who have caught up with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies work well?
Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovations or localized materials did I
used/discover which I wish to share with
other teachers?

Prepared by:

MENCHIE G. VALENCIA
Teacher I

Noted by:

MARYANNE S. TIBAYAN
Master Teacher I

Checked by:

SIMEONA RECHIE C. OJALES,Ed.D

Principal III
GRADES 1 TO 12 School BAYORBOR NHS Grade Level Seven(7)
DAILY LESSON Teacher MENCHIE G. VALENCIA Learning Area English
LOG Teaching Dates Octobe 05, 2023 (Thursday) Quarter 1
and Time:
7:00-8:00am 7 MABINI
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
1. Establishing a Purpose for the
Lesson
2. Presenting Examples/Instances
of the Lesson
3. Discussing New Concepts and
Practicing New Skills #1
4. Discussing New Concepts and
Practicing New Skills #2
5. Developing Mastery
(Leads to Formative Assessment 3)
6. Finding Practical Applications of
Concepts and Skills in Daily
Living
At the end of the lesson, the learners are expected to:
Use listening strategies based on purpose, familiarity with the topic
and levels of difficulty of short texts listened to
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.
-Identify the different listening strategies
-Use listening strategies based on purpose and levels of difficulty of short
texts listened to
Listening Strategies
8-10
Ask the students the two listening strategies you had discussed in the
previous meetings. Ask them also to give examples.
Listening is very important to have a clear and precise conversation.
Ask the students if there are some instances in their lives that they are
discussing or sharing something, and nobody is listening. How do they feel
about it?
What is the difference between top-down and bottom-up strategy of
listening?
While listening is a usual skill that we often use as individuals, there are
times when we need to use techniques or activities that will help us listen
more effectively and focus on the main objective of a specific listening task.
These techniques which contribute directly to the comprehension and
recall of a listening input are called listening strategies.
There are numerous listening strategies one may use or apply. They may
depend on factors like the topic, type of listening material to be used and
the purpose of listening, among others.
When listening based on purpose, familiarity with the topic and levels
of difficulty, one may employ strategies which can be classified by the way
the listener processes the input. Experts categorize these strategies as
either top-down or bottom-up listening strategies.
The students will listen to a song, and they will also copy the lyrics of the
song so that they can analyze it very carefully.
Answer the following questions after listening to the song
1. What do you think is your chosen song about?
2. Which words or phrases helped you understand the context of your
chosen song? Explain your answer.
3. How will you rate your familiarity of the context of your chosen song using
a scale of 1 to 10 (1 being the lowest and 10 as the highest)?
4. Do you know of real-life scenarios or stories that you can relate to your
chosen song? Cite at least one and explain how it relates to your chosen
song.
 7. Making Generalizations and Why listening is very important especially to you as a student?
Abstractions about the Lesson
Evaluating Learning
8. Additional Activities for Write five examples of direct speech and another five of indirect speech.
Application or Remediation
V. REMARKS
VI. REFLECTIONS The learners, in their notebooks, journals or portfolio will write their personal
insights about the lesson using the prompts below.

I understand that
________________________________________________

I realized that
____________________________________________________

I gain
____________________________________________________________

I recognize
A. No. of learners who earned 80% in the
evaluation
A. No. of learners who require additional
activities for remediation

B. Did the remedial lessons work? No. of

learners who have caught up with the lesson
C. No. of learners who continue to require
remediation
D. Which of my teaching strategies work well?
Why did these work?
E. What difficulties did I encounter which my
principal or supervisor can help me solve?
F. What innovations or localized materials did I
used/discover which I wish to share with
other teachers?

Prepared by:

MENCHIE G. VALENCIA
Teacher I

Noted by:

MARYANNE S. TIBAYAN
Master Teacher I

Checked by:

SIMEONA RECHIE C. OJALES,Ed.D

Principal III
GRADES 1 TO 12 School BAYORBOR NHS Grade Level Seven(7)
DAILY LESSON Teacher MENCHIE G. VALENCIA Learning Area English
LOG Teaching Dates October 05,2023(Thursday) Quarter 1
and Time:
7:00-8:00 G7-Mabini
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
1. Establishing a Purpose for
the Lesson
2. Presenting
Examples/Instances of the
Lesson
3. Discussing New Concepts
and Practicing New Skills #1
4. Discussing New Concepts
and Practicing New Skills #2
5. Developing Mastery
(Leads to Formative Assessment 3)
6. Finding Practical Applications
of Concepts and Skills in
Daily Living
7. Making Generalizations and
Abstractions about the
Lesson Evaluating Learning
8. Additional Activities for
Application or Remediation
At the end of the lesson, the learners are expected to:
Use listening strategies based on purpose, familiarity with the topic
and levels of difficulty of short texts listened to
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.
-Identify the different listening strategies
-Use listening strategies based on purpose and levels of difficulty of short
texts listened to
Listening Strategies
8-10
Ask the students the two listening strategies you had discussed in the
previous meetings. Ask them also to give examples.
Listening is very important to have a clear and precise conversation.
Ask the students if there are some instances in their lives that they are
discussing or sharing something, and nobody is listening. How do they feel
about it?
What is the difference between top-down and bottom-up strategy of
listening?
While listening is a usual skill that we often use as individuals, there are
times when we need to use techniques or activities that will help us listen
more effectively and focus on the main objective of a specific listening task.
These techniques which contribute directly to the comprehension and
recall of a listening input are called listening strategies.
There are numerous listening strategies one may use or apply. They may
depend on factors like the topic, type of listening material to be used and
the purpose of listening, among others.
When listening based on purpose, familiarity with the topic and levels
of difficulty, one may employ strategies which can be classified by the way
the listener processes the input. Experts categorize these strategies as
either top-down or bottom-up listening strategies.
The students will listen Pres Rodrigo Duterte’s speech.
Learning Task 4: Examine the excerpts taken from President Rodrigo Roa
Duterte’s speech. As you read/listen, complete the table provided on the
next page. The table asks you to provide specific details about some of the
areas/concerns mentioned by the President. Write your answers in your
notebook.
Why listening is very important especially to you as a student?
 V. REMARKS
VI. REFLECTIONS
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
used/discover which I wish to share with
other teachers?

Prepared by:

MENCHIE G. VALENCIA
Teacher I

Noted by:

MARYANNE S. TIBAYAN
Master Teacher I

Checked by:

SIMEONA RECHIE C. OJALES,Ed.D

Principal III

GRADES 1 TO 12 School BAYORBOR NHS Grade Level Seven(7)

DAILY LESSON Teacher MENCHIE G. VALENCIA Learning Area English
LOG Teaching Dates November 11,2022(Friday) Quarter 2
and Time: 7:00-8:00 G7-Mabini
10:30-11:30 G7-Recto
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
1. Establishing a Purpose for
the Lesson
2. Presenting
Examples/Instances of the
Lesson
3. Discussing New Concepts
and Practicing New Skills #1
4. Discussing New Concepts
and Practicing New Skills #2
5. Developing Mastery
(Leads to Formative Assessment 3)
6. Finding Practical Applications
of Concepts and Skills in
Daily Living
7. Making Generalizations and
Abstractions about the
Lesson Evaluating Learning
8. Additional Activities for
Application or Remediation
At the end of the lesson, the learners are expected to:
Use listening strategies based on purpose, familiarity with the topic
and levels of difficulty of short texts listened to
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.
-Identify the different listening strategies
-Use listening strategies based on purpose and levels of difficulty of short
texts listened to
Listening Strategies
8-10
Ask the students the two listening strategies you had discussed in the
previous meetings. Ask them also to give examples.
Listening is very important to have a clear and precise conversation.
Ask the students if there are some instances in their lives that they are
discussing or sharing something, and nobody is listening. How do they feel
about it?
What is the difference between top-down and bottom-up strategy of
listening?
While listening is a usual skill that we often use as individuals, there are
times when we need to use techniques or activities that will help us listen
more effectively and focus on the main objective of a specific listening task.
These techniques which contribute directly to the comprehension and
recall of a listening input are called listening strategies.
There are numerous listening strategies one may use or apply. They may
depend on factors like the topic, type of listening material to be used and
the purpose of listening, among others.
When listening based on purpose, familiarity with the topic and levels
of difficulty, one may employ strategies which can be classified by the way
the listener processes the input. Experts categorize these strategies as
either top-down or bottom-up listening strategies.
The students will listen Pres Rodrigo Duterte’s speech.
Learning Task 4: Examine the excerpts taken from President Rodrigo Roa
Duterte’s speech. As you read/listen, complete the table provided on the
next page. The table asks you to provide specific details about some of the
areas/concerns mentioned by the President. Write your answers in your
notebook.
Why listening is very important especially to you as a student?
 V. REMARKS
VI. REFLECTIONS
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 this work?
F. What difficulties did I encounter which my
principal or 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:

MENCHIE G. VALENCIA
Teacher I

Noted by:

MARYANNE S. TIBAYAN
Master Teacher I

Checked by:

SIMEONA RECHIE C. OJALES,Ed.D

Principal III