School: STO NIñO INTEGRATED SCHOOL Grade Level: VII - ORCHID

GRADES 1 to 12
Teacher: JANE D. ALCAZAREN Learning Area: ENGLISH
DAILY LESSON
LOG Week 8
Teaching Dates January 8-11, 2024
and Time: 10:15-11:05 AM Quarter: Second
Noted:

Checked by: MELCHOR A. ABSUELO JR.

School Principal I
CARLITO J. SAGOCSOC, JR.
Head Teacher I
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards:
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.
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 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
Competencies/Objectives:
Write the LC Code for each
RC1a: Use predictive and anticipatory
Devices /tasks to activate prior
knowledge about the topic of reading
/viewing selection.
RC1b: Use information presented in a
reading or viewing selection to infer,
to evaluate, and to express critical
ideas.
LC1a: Recognize differences in voice
levels and speech patterns.
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
VD2d: Identify figures of speech that
show emphasis (hyperbole and
litotes).
SS2d: Distinguish between credible
and incredible electronic information
sources.
GS2e: Formulate embedded
sentences.
LC2h: (Homework)
Infer appropriate responses to
listening guide questions.
OL2g: Present points of view and
opinions concerning the message
of a selection in creative oral means.
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
WC2g: Compose and upload a blog
entry based on a particular personal
topic of interest.

II. CONTENT Embedded sentences

Collocates Inferring Blog enty using
Hyperbole Use of graphic organizers Figures of Speech &
Litotes
Embedded Sentences

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 34-36 36-38 38-39 39
2. Learner’s Materials Pages 72-73 73-77 77-78 78
3. Textbook Pages

4. Additional Materials from

 Learning Resource (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
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 #1
a. CD recording of listening inputs Audio CD player
b. Pictures of Manila Bay Copy of activity Facebook Accounts
b. Projector (if digital
c. Sound of waves Venn diagram Google accounts
d. dictionary pictures will be used)
Samples of blog
YOUR INITIAL TASKS (10 minutes)
Task 1. Defining ‘Beauty’
1.The students will reflect on what makes
something or someone beautiful.
2.They will complete the statements below
to clarify your beliefs about this idea and
the answers will be written on a sheet of
paper.
MEET YOUR MATCH (5 minutes)
See Task 2 ‘Your Initial Tasks’.
a. The class will discuss and will name
examples of collocates.
b. They have to present the pair: Beauty +
History
d. The students will react on the pair and
will give examples of people, places, and
things that show beauty and history in the
Philippines.
e. Manila Bay will be introduced and the
students have to give good example of a
place that shows beauty and history.
LOOK IT UP (15 minutes)
See Task 3 ‘Your Initial Tasks’.
a. Using the dictionary, the students will
search for the meaning of words listed. (
LM, page 73)
b. They will use these words in sentences
about beauty and Manila Bay.
Presentation
READING ( 30 minutes)
See ‘Your Text’.
a. The students will listen to teacher
reading the text thrice with a background
music.
b. They have to prepare the necessary
equipment for the activity.
c. They will be guided by the questions
that will be answered and discussed after
the third reading so they can arrive at a
conclusion.
d. The students will review their answers.
e. Pictures of a serene Manila Bay and a
picture of it during the battle will be shown.
 f. They have to check if the text‘s
descriptions are consistent with what they
are seeing in the picture.
g. The students’ answers will be probed.

IV.PROCEDURES
E. Discussing New Concepts and Enrichment
PROMOTE MANILA BAY, Home work, (10
Practicing New Skills #2 minutes)
See Task 1, ‘Your Discovery Tasks’.
a. The students have to discuss the definition of
hyperboles and litotes with examples.
b.They will research important details as their
bases in making own examples of litotes and
hyperbole that express the beauty of Manila Bay.
c. The deadline must be set.
4. Expansion
IDENTIFYING EMBEDDED CLAUSES (30
minutes)
See Task 2, ‘Your Discovery Tasks’.
a. The students will review kernels will make
associations between kernels and the lesson to be
presented.
b. They will zoom in to what embedded clauses
are. How the
sentence samples manifest the features of
embedded clauses will be discussed.
c. They will also do Exercise 2.1, 2.2. and 2.3. (20
minutes)
(Controlled Grammar Practice)

F. Developing Mastery Task 3. Listen up (25 minutes)(assignment)

1.The students to the historical background of
(Leads to Formative Manila Bay read by the teacher.
Assessment 3) 2.They will take down helpful notes to help them
confirm the discussion of the following statements
in the read text.
3. They will put a check mark () for an information
that is presented by the text, and put a cross mark
() for an information that is not discussed.
4. They will review answers after the second
reading of the text and their answers will be
discussed.

G. Finding Practical Task 4. Hurrah for Manila Bay! (45

minutes)
Applications of Concepts and a. Divide the class into groups.
Skills in Daily Living b. Each group will use the descriptions in
composing a ‗hurrah chants that will
promote Manila Bay.
c. They will play with repetitions, rhymes,
and spell-outs (e.g. Give me an M-A-N-I-
 L-A, go Manila!).
d. They have to practice reciting this
chant with the appropriate energy and
gestures. They can identify lines that
could be chanted as a group or by
selected individuals in the group.
e. Date of the presentation must be set.
V. PROCEDURES
H. Making Generalizations and Task 5. Beauty + History ( 15 minutes)
1. The students will recall insights you
Abstractions about the have gained in the past discussions.
Lesson 2. They have to create a venn diagram
that will present their ideas about the
three topics.
3.They have to consider carefully the
overlap that between or among the
circles in your diagram.
4.They will write insights about beauty,
history, and Manila Bay in the circles
that represent them. A model will be
provided and the volunteers may share
outputs on the board.
I. Evaluating Learning BLOG FOR MANILA (45 minutes)
a. The students will upload a blog that
will inform tourists about the beauty
and history of the place.
b. This will be based on their research
for the home work they did for
Discovery Task #1.
b. They will choose one from their list
of places that possess both history and
beauty.
c. They have to write a 3-paragraph
blog entry that features the following
about the place that they have chosen:
- Vivid description of the place
- Clear instructions/descriptions of its
location
- short historical background
- activities to do in the place
- Attractions in the place
d. They will underline the embedded
sentences and the figures of speech
used.
J. Additional Activities for .
Application or Remediation

VI.REMARKS
VII. REFLECTION
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?