School: DALIG NATIONAL HIGH SCHOOL Grade Level: VII

Teacher: MARIA VIOLETA N. PARADO Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: Week 6 Quarter: Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
I. OBJECTIVES 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.

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 RC1a: Use predictive and anticipatory VD2c: Identify figures of speech that GS2d: Formulate meaningful kernel RC1b: Use information presented in
show contrast (irony, oxymoron, and a reading or viewing selection to
Competencies/Objectives: devices/ tasks to activate prior paradox). sentences. infer, to evaluate, and to express
knowledge about the topic of reading critical ideas.
Write the LC Code for each /viewing selection. LC2g: Formulate assumptions or
WD2f: Compose a personal letter to
LC1a: Recognize differences in voice predictions about the contents of the a friend, relative, and other people.
narrative texts.
levels and speech patterns. RC1e: Respond to ideas, issues,
and concerns presented in a reading
RC1e: Respond to ideas, issues, and or viewing selection in creative
concerns presented in a reading or forms.

viewing selection in creative forms.

RC1b: Use information presented in a

reading or viewing selection to infer,

to evaluate, and to express critical

ideas.

SS2c: (Home Work)

Follow protocols in electronic search

engines to limit the information search
process.
 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
Symbols Figures of speech Kernel Sentences

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages 26-31 32 32-33 33

2. Learner’s Materials Pages 62-66 66-69 69-70 71

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources Bottle ( realia) . CD recording of listening inputs Samples of letters ( realia)
Pictures of different kinds of bottles 2. Equipment Activity sheets
fulfilling different purposes
c. Audio CD player

d. Projector (if digital pictures will be

used)

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
IV. PROCEDURES 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.

A. Reviewing Previous Lesson or Task 1. Bottled up (10 minutes)

Presenting the New Lesson On a half-sheet of paper, the students will
determine the meaning of the following
idioms that use the word, bottle. They may
use a dictionary.

1. bottled-up emotions

2. bottle something up
 3. hit the bottle

4. cork high and bottle deep

5. the genie is out of the bottle

B. Establishing a Purpose for the

Lesson Task 2. Get Bottled? (15 minutes)

1.The class will be divided into 5 groups.

2. They will think of several things that get
put in a bottle.

3.They will draw these things inside a

bottle and will complete a list that presents
the reasons for bottling-up the things that
you enumerated.

C. Presenting Examples/Instances
of the Lesson Task 3. What’s in a Title? (10 minutes)

1. The students will make associations

with the title of the featured text.

2. They will give three guesses about what

the text could be based on what the title
―The Baby in the Bottle‖ presents.

3. These will be written on a half-sheet of

paper.

D. Discussing New Concepts and

Practicing New Skills #1 READING OF THE TEXT (15 minutes)

See ‘Your Text’.

a. The students have to keep their

dictionaries handy in case they have to
look up a difficult word from the selection.
However, they can also rely on context
clues.

b. The students will read the text silently.

 Presentation

a. The class will be divide the class into

five groups and have them do Tasks 1-5
(Creating Symbols, Explaining Divisions,
Giving Assumptions and Predictions, Part
1 and 2, Analyzing Emotions, and Reading
Emotions).

b. They will be assigned the same

preparation time for all groups. They have
to choose members who can act as
facilitators and secretaries.

c. They have to agree on the dynamics for

presentation. Determine the sequence of
the presentations. You may deviate from
the one presented here.

d. Have the groups accomplish their

different tasks. Go around and check the

progress of every group. Give guidance as

needed.

e. Each group will present their outputs.

They are required to support their answers
or explain the process that they did to

accomplish their task. Invite students to

ask questions or react to the presentation.

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
IV. PROCEDURES 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.

E. Discussing New Concepts and Enrichment

Practicing New Skills #2 PREDICTING POPULATION TRENDS (Pre-
assigned Work)

1. The students will study the handout of

search protocols.
 2. They have to follow this as they research
on the following: population rate and fertility
rate of the Philippines and three other Asian
countries in the last five years.

3. They need to review their data and derive

implications from them.

4. Data collected will be shared in the class.

F. Developing Mastery ANALYZING SITUATIONS (20

minutes)
(Leads to Formative
Assessment 3) a. The class will be given definitions of
paradox, irony, and oxymoron. Several
other examples will also be presented.

b. The students will read again the

selection and will cite instances in the
text that correspond to the paradox and
irony. They have to create an oxymoron
for some given examples of paradox.

c. They have to share about the data

they have gathered for their homework,
Task 6 (Predicting Population Trends).
D. They have to identify any paradox or
irony in the data they have.

GIVING ASSUMPTIONS AND

PREDICTIONs, Part 2 (20
minutes)

1. The students will listen twice to a

recorded text–

World Population Nears 7 Billion:

Can We Handle it? By David Crary

2. They have to list down

assumptions and predictions with
supporting details.

3. They are given a five minute-gap

between the two to allow students
to write their answers using the
table given.

4. They have to their answers and

selected responses will be
 processed. The focus will be on
how the students arrived at their
predictions and assumptions

G. Finding Practical Applications of Expansion

Concepts and Skills in Daily IDENTIFYING KERNELS (20 minutes)
Living
a. The students will give the meaning of
kernel and will discuss its characteristics.

of kernels. Examples will be explained

and the students have to give own
examples, too.

b.Sample sentences that are not kernels

will be presented and the students will
transform the sample sentences into
their kernel counterparts.

c. The answers of students will be

processed.

CONTROLLED GRAMMAR PRACTICE

(15 minutes)

a. The students will perform Exercise

9.1.b. The answers of the students will
be processed.

EXTENDED GRAMMAR PRACTICE

(10minutes)

a. Still on kernel sentences, they have to

do Exercise 9. 2.

b. Process the answers of the students.

GROUP WORK (25MINUTES)

The class will be divided into 5 groups.

They will review the materials they have
about coping with loss. They have to
come up with a 5-7-item list that
addresses one of the topics below. They
have to keep your tips clear and simple
by using kernels. They have to give a 2-
3-sentence explanation for every tip.
Keep these simple too.

Teener‘s Guide to :

Coping with heartbreaks

Coping with the death of a loved one

Coping with depression

 ( ASSIGNMENT)

LETTER WRITING (30 minutes)

1. Based on the discussion for this

lesson, the students will write a letter
inspired by any of the situations given. 2.
Their letter can be based on the outputs
they have produced for the past tasks.

3.They will write their on a sheet of

paper.

4.Commendable letters of the class will

be posted on bulletin board.

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
V. PROCEDURES 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 and .

Abstractions about the Lesson Task 11. How to Deal (15 minutes)

a. The students will conduct a brief

review by asking students for learning
insights, realizations, and discoveries
made through discussions.

b. The volunteers will share their

answers. ( LM, page 70)

I. Evaluating Learning YOUR FINAL TASK

Ways of Dealing

The class will present choral reading of

their output in Exercise 10.3. They will
choose appropriate background music
to blend with the reading. They will Add
 appropriate introduction and conclusion
to their presentation.

Rubrics:

30 - content

20 - use of kernel sentences

20 – appropriate use of language

20 - references or application of info

taken from texts discussed (use of
symbols, use of Figures of

speech, etc)

10 - creative delivery of reading

J. Additional Activities for

Application or Remediation They can google on ways to cope up
with different problems and write
learning insights regarding the data
gathered.( maximum of 5 sentences)

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:

MARIA VIOLETA N. PARADO

LORRINE C. GARCIA

Teacher I Department Chairman