GRADE 1 to 12 School QUEZON HIGH SCHOOL-PANABO NHS ANNEX Grade Level VII (7)

DAILY LESSON Teacher GLENDALE MONTEFALCON-SANTELLAN Learning Area ENGLISH

LOG Teaching Dates and (7A-8:30-9:30am, 7B-1-2:00pm, 7C-2-3:00pm) Quarter
Time

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES At the end of the lesson, the students are expected to:
1. Use demonstrations and examples to know meaning of words and phrases
2. Determine the order of significant events in the text that you listened to
3. Compare and contrast ideas presented in a selection or a set of related selections
4. Identify simile that shows comparison
5. Use information presented in a reading selection to infer, evaluate, and express critical ideas
6. Use correct determiners
7. Identify the features of primary and secondary sources
8. Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry
A. Content Standard PROGRAM STANDARD:
The learner demonstrates communicative competence through his/her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.

GRADE LEVEL STANDARD:

The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture.

B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
CONTENT STANDARD:
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 prcis, 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.
RC1a: Use predictive and RC1b: Use information GS2a: Use correct determiners. RC1e: Respond to ideas,
anticipatory devices/tasks to presented in a reading or viewing issues, and concerns presented
activate prior knowledge about selection to infer, to evaluate, in a reading or viewing selection
the topic of reading/viewing and to express critical ideas. in creative forms.
selection. RC1e: Respond to ideas, WC2b: Distinguish between and
LC2b: Determine the order of issues, and concerns presented among a journal entry, an
significant events in the text in a reading or viewing selection anecdote, a travelogue, a
listened to. in creative forms. personal letter, and a blog entry.
RC1a: Use predictive and VD2b: Identify figures of speech SS2a: Identify the features of
anticipatory devices/tasks to that show comparison: simile. primary information sources.

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II. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
activate prior knowledge about
the topic of reading/viewing
RC1b: Use information
presented in a reading or viewing
selection to infer, to evaluate,
and to express critical ideas.
Theme: Building Relationships Primary Selection/s: The Mats by Francisco Arcellana
Sub-theme: Valuing My Family Parallel Selection/s: MISCELLANEOUS PAPERS ON MAT WEAVING IN THE PHILIPPINES:
Mat Industry in Apalit, Province of Pampanga, Luzon
Patricio C. Gozum
Grade 7 English Learning Package
Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-Literacies
Grade 7 English Curriculum Guide
Grade 7 Teaching Guide, pp. 8-11
Grade 7 English Learning Package, pp.7-15
Introduction
Word Play: Unlocking Vocabulary
Difficulties (10 minutes)
a. Ask students to give the
meanings of words through
demonstrations and
examples.
b. Ask for situations where the
phrases demonstrated can
be used.
Total Recall: Activating Prior
Knowledge (10 minutes)
a. Ask students their
experiences regarding
remembering dead loved
ones.
b. Have them listen to
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D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
similarities and differences of
their experiences.
See Your Text: Listening Activity
(20 minutes)
a. Divide the class into groups
of 10 members.
b. Explain the correct of jigsaw
reading
c. Have them decide the parts
to read and the order of
reading these parts
d. Remind them to listen for
cues that will signal
transition of paragraphs or
ideas.
e. Remind them also to listen
for important details about
the narrative.
Expansion
As You Like It: Vocabulary
Development (
a. Have the class read the
phrases with similes.
b. Discuss with them the forms
and functions of similes.
c. Ask them to make
comparisons of the given
items using similes. Provide
examples when necessary.
Check Point (20 minutes) Presentation (20 minutes) Certainly Certain: Grammar
a. Process what the students a. Have the students reread Lesson
have listened to by the text The Mats silently in a. Ask the students to read
discussing the following: preparation for further aloud the phrases.
i. Structure of the discussion. b. Make them focus on
jigsaw reading vis- b. Have them consider the following words: the, a, an,
-vis the structure discussion on Total Recall our, whose, that
of the narrative and Check Point. c. Draw out from them the
ii. Importance of cues functions of these words.
like transition d. Have them look for phrases
devices, repetitions, with determiners in The
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 pronouns and their
antecedents.
b. Ask students comprehension
questions regarding the
listening text.
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Enrichment
We Are Family: In depth
discussion of the text (25
minutes)
a. Explain the concept of a
sociogram.
b. Cite example for better
understanding of it.
c. Guide them as they make
the sociogram for the
Angeles family.
d. Suggested criteria for
evaluation:
i. Correctness of
information- 5 points
ii. Clarity of relationships
between and among the
characters- 5 points
iii. Correctness of ideas- 5
points
iv. Creativity of
presentation- 5 points
TOTAL- 20 points
Spoken For: Comparison and
Contrast Details (15 minutes)
a. Recall specific details about
the mats given by Mr.
Angeles by completing the
table as a class.
d. Assign the class to make a
research on Filipinos and
other cultures burial beliefs
and practices. To facilitate
the research, you can assign
specific regions and nations
to work on per student
and/or group.
e. Ask them to share their
research with their
groupmates and have them
summarize by writing
comparison-contrast
sentences/paragraphs using
similes.
f. Have them prepare an oral
report for their output.
Mats.
Making It Whole: Unguided
Practice
a. Ask the class to read the
whole passage.
b. Throw some comprehension
questions about it.
c. Have them answer the
exercise.
d. Process their answers by
asking them why they use
such determiners.
Synthesis
a. Ask the class to describe the
Angeles family.
b. Have them cite
events/situations in the story
that support their
descriptions.
c. Make the class see the
social dynamics of a Filipino
family.
d. Highlight the importance of
the members of the family
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I. Evaluating learning b. Lead them into constructing
comparison-contrast
sentences using words like
both, and, but etc.
J. Additional activities for application c. Make the class further
or remediation practice comparison-contrast
by talking about Filipino
practices and beliefs
regarding death.
even the dead ones.
g. Suggested Criteria for Sourcing Information: Writing
Evaluation: Task
Content (complexity and a. Present samples of journal
originality of ideas)- 10 entry, travelogue, anecdote,
points personal letter, and blog
Organization (logical entry.
sequence of ideas)- 10 b. Have them discover their
points similarities and differences in
Language (use of terms of formats and
similes)- 10 points functions.
Mechanics (indention, c. Explain the task and
capitalization, and encourage them to choose
punctuation)- 10 points what interests them.
TOTAL- 40 points. d. Suggested criteria for
evaluation:
Content (complexity
and originality of
ideas)- 10 points
Organization (logical
sequence of ideas)-
10 points
Language (correct
grammar and
sentence structure
and vocabulary)- 10
points
Mechanics
(indention,
capitalization, and
punctuation)- 10
points
TOTAL- 40 points
Post-Assessment
Nothing But the Truth: Library
Work
a. Have them enumerate
different sources in the
library.
b. Ask them the importance of
these sources in conducting
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 a research.
c. Guide them in answering the
table regarding the primary
and secondary sources.
d. Further discuss primary
sources by differentiating
them from secondary
sources.
e. Ask for other examples of
primary sources.
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80% 7A- Out of ______ learners there are about ______ learners who earned 80% above in the evaluation.
in the evaluation 7B- Out of ______ learners there are about ______ learners who earned 80% above in the evaluation.
7C- Out of ______ learners there are about ______ learners who earned 80% above in the evaluation.
B. No. of learners who require 7A- Out of ______ learners there are about ______ learners who require additional activities for remediation who scored below 80% in the evaluation.
additional activities for remediation 7B- Out of ______ learners there are about ______ learners who require additional activities for remediation who scored below 80% in the evaluation.
who scored below 80% 7C- Out of ______ learners there are about ______ learners who require additional activities for remediation who scored below 80% in the evaluation.
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?

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