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1. GRADES 7 to 10
DAILY LESSON LOG
School: BIANGAN INTEGRATED SCHOOL Grade Level: 7 & 8
Teacher: Learning Area: ENGLISH
Teaching Dates and
Time:
NOVEMBER 7-11, 2022 (WEEK 1)
Quarter: 2nd QUARTER
TUESDAY
(ENGLISH 7)
TUESDAY
(ENGLISH 8)
THURSDAY
(ENGLISH 7)
THURSDAY
(ENGLISH 8)
FRIDAY
I OBJECTIVES
A. Content Standard The learner demonstrates
understanding of how Anglo-
American literature and other
text types serve as means of
valuing other people; also how
to use processing information
strategies, different forms of
adverbs and conditionals for
him/her to play an active part
in a Chamber Theatre
presentation.
The learner
demonstrates
understanding of how
world literature and
other text types serve
as ways of expressing
and resolving personal
conflicts, also how to
use strategies in linking
textual information,
repairing, enhancing
communication public
speaking, emphasis
markers in persuasive
texts, different forms of
modals, reflexive and
intensive pronouns.
The learner demonstrates
understanding of how
Anglo-Americanliterature
and other text types serve
as means of valuing other
people; also how to use
processing information
strategies, different forms
of adverbs and
conditionals for him/her
to play an active part in a
Chamber Theatre
presentation.
The learner
demonstrates
understanding of how
world literature and
other text types serve
as ways of expressing
and resolving personal
conflicts, also how to
use strategies in linking
textual information,
repairing, enhancing
communication public
speaking, emphasis
markers in persuasive
texts, different forms of
modals, reflexive and
intensive pronouns.
- Students will answer the
Learning Activity Sheets given to
them by their teachers.
- Give summative test.
B. Performance Standard The learner proficiently plays
an active part in a Chamber
Theatre presentation through
employing effective verbal
and non- verbal strategies
based on the following
criteria: Focus, Voice,
Delivery, Facial Expressions,
Style and Body Movements or
Gestures.
The learner composes a
short but powerful
persuasive text using a
variety of persuasive
techniques and
devices.
The learner proficiently
plays an active part in a
Chamber Theatre
presentation through
employing effective
verbal and non-verbal
strategies based on the
following criteria: Focus,
Voice, Delivery, Facial
Expressions, Style and
Body Movements and
Gestures.
The learner composes a
short but powerful
persuasive text using a
variety of persuasive
techniques and devices.
C. Learning Competency/s: Analyze literature as a means a. Observe the language Make connections

2. of understanding unchanging
values in the VUCA (volatile,
uncertain,complex,ambiguous)
world.
of research, campaigns,
and advocacies
b. Take note of the
important details in the
poem.
c. Discover the theme
of the poem through its
elements.
d. Show understanding
of the theme through a
poster.
between texts to
particular social issues,
concerns, or dispositions
in real life.
II CONTENT “Auld Lang Syne” (English
Version)
“I Think Continually of Those
Who Were Truly Great” by
Stephen Spender
Inferno by Dante
Alieghiere
Martin Luther King Jr.
on Greatness
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 76 37-42 77
2. Learner’s Materials pages 101 123-128 105-107
3. Text book pages
4. Additional Materials from
Learning Resources
Auld Lang Syne Lyrics
English Version,Copy of the
poem, Tarpapel
Copy of the reading
text, Paper and Pen
Pictures, Pen and Paper,
Laptop,Speaker,Projector
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Ask students “How do we
celebrate the ―greatness‖ of
the people we know?
Who do we consider truly
great?”
For if you suffer your
people to be ill
educated, and their
manners to be
corrupted from their
infancy, and then
Ask students “How do
you define greatness?
Let‘s get to know
someone who might
change your views on
greatness.”

3. punish them for those
crimes to which their
first education disposed
them, what else is to be
concluded from this,
but that you first make
thieves and then punish
them.”
― Thomas More,
Utopia
C. Presenting
Examples/instances of new
lesson
1. Students will form a group
of 5.
2. Form an acronym of
GREATNESS by giving an
equivalent to each letter in the
word. The word equivalent in
each letter should be a trait
that you believe makes a
person great e.g. G for
generous.
Do you believe that
there is hell? What is
your understanding of
hell?
The class will be divided
into five groups. Pick one
of the pictures below then
cite information about
this person and share
them to the class without
revealing yet who the
person is until your
classmates are able to
guess correctly.
D. Discussing new concepts
and practicing new skills #1
Students will hold their copies
of the song Auld Lang Syne
and the poem I Think
Continually of Those Who
Were Truly Great. Read while
listening to an audio of each
piece that will be played.
Read the poem
“Inferno’ by Dante
Alighiere on pages
123-128
Learn more about
greatness through the life
of Martin Luther
King Jr. While listening,
watch out for signposts
that signal the
main idea of the speaker
in any of the links below.
Fill out the
table then answer the
questions that follow. Do
this in your
notebook.
E. Discussing new concepts
and practicing new skills #2
Guide Questions:
1. Who is speaking in
the poem?
2. Why was Dante
disallowed to cross the

4. river?
3. Who are the souls
tortured in this canto?
4. Describe the
punishment given to
the “tormented souls”.
F. Developing mastery
(Leads to Formative
Assessment)
A. Reading Text 1:
1. When ―Auld Lang Syne‖ is
usually sung?
2. Who is being referred to in
the song?
3. What makes the persona‘s
friends unforgettable?
4. What experiences have they
gone through?
5. Do Filipinos love to sing
this song during a New Year‘s
celebration?
In Canto III, Dante
begins his description
of Hell, which becomes
an
assault on the senses of
the readers. As we read
his harrowing
descriptions of
the sounds, sights and
even smells of Hell, we
come to share in
Dante’s
repugnance of the
horrible experience the
poet encounters.
List the details from the
Canto for each sense in
its proper column.
Questions to Answer:
1. Who was Martin
Luther King Jr.?
2. According to him, who
has the potential to be
great?
3. How does Oprah
Winfrey pay tribute to the
greatness of Martin
Luther King Jr.?
4. How does she persuade
her audience to take the
path towards greatness?
5. How do the signposts
and keywords aid you in
determining the main
idea of the speaker?
6. How do these details
aid you in
comprehending the
speech better?
G. Finding Practical
applications of concepts and
skills
B. Reading Text 2:
1. What distinct quality of
those who are great does the
persona mention in
the first stanza?
2. Based on the 2nd stanza,
what should not be forgotten?
3. What is the legacy of those
who are great?
Form 4 groups.
Perform the task
assigned to your group.
H. Making generalizations
and abstractions about the
Copy and study the statements
below. Check the statement
Explain how hell looks
like based on your
Read this infographic
excerpt and pay attention

5. lesson that refers to both poems. If
the statement refers to the first
poem, write 1. Otherwise,
write 2.
1. Nature pays tribute to
persons of valor.
2. The persona recounts old
memories of friendship.
3. The text is marked with
vivid imagery.
4. Personification is utilized
by the author.
5. The text talks about what
endures through time.
understanding of its
description.
to the highlighted words.
Questions to Answer:
1. What elements are
used in the infographic?
2. Is knowledge easily
understood when
represented in an
infographic? Why?
3. Take note of the word
―later‖. What does it
signify as used in the
sentence?
4. Observe how the
phrase, in the White
House, is used in the
inforgraphic. How does
the phrase signify?
I. Evaluating Learning Students will read the poems
again to note the similarities
and differences between the
two in terms of the use of
figurative language and its
content. Copy and use the
Venn diagram to note their
answer.
Answer the following
questions.
1. Compare and
contrast the author’s
background and the
theme of
the text. Use a Venn
Diagram for your
answer.
2. Who are the
opportunists? Describe
them.
3. What is the role of
Charon in the poem?
4. Explain the
following lines:
a. abandon all hope ye
who enter here
b. no hope of death
In this facebook template,
write your own definition
of greatness in two (2) to
three (3) sentences.
J. Additional activities for
application or remediation
Students will rap the poem of
their choice between Auld
Give a brief description
of the following
Go back to the poem I
Think Continually of

6. Lang Syne and I Think
Continually of Those Who
Were Truly Great with the
corresponding rubrics.
a. Dante
b. Virgil
c. Pope Celestine
d. Charon
Those Who Were Truly
Great and MLK‘s
definition of greatness.
What are traits of those
who were truly great
according to the author?
Look for a person who
exemplifies these
qualities. Create a simple
infographic. Your
infographic must be
accurate, attractive, and
well-written. Read the
steps and rubrics below to
guide you on how your
teacher will grade your
work.
V. REMARKS
VI. 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

7. 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: Approved:
CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA
Teacher I Academic Head School Principal