The document provides a daily lesson log for an English teacher covering grades 7-9 over one week in January 2023. It details the objectives, content, learning resources, procedures, and reflections for lessons on topics like Anglo-American literature, Philippine literature during the Period of Apprenticeship, processing information strategies, different forms of adverbs and conditionals, chamber theatre presentations, and more. The lessons incorporate tasks, activities, and assessments involving listening, viewing, extracting information, resolving conflicts in texts, using language appropriately, and transfers of learning.

1. GRADES 7 to 10
DAILY LESSON LOG
School: BIANGAN INTEGRATED SCHOOL Grade Level: 9 & 7
Teacher: CRISTY G. SUMPAY Learning Area: ENGLISH
Teaching Dates and
Time:
JANUARY 9-13, 2023
8:15-3:00 Quarter: 2nd QUARTER
MONDAY
ENGLISH 9
TUESDAY
ENGLISH 7
WEDNESDAY
ENGLISH 9
THURSDAY
ENGLISH 7
FRIDAY
ENGLISH 9 and 7
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: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purpos
and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal a
cues in oral communication; and types of phrases, clauses, and sentences.
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: Philippine literatu
conflicts; various purposeful listening and viewing strategies; d
condense information based on library sources; verbal and non
and sentences.
Conduct 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 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.
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 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.

2. C. Learning
Competency/s:
Make connections
between texts to
particular social issues,
concerns, or
dispositions
in real life
- Use listening strategies based on
purpose, familiarity with the topic
and levels of difficulty of short texts
listened to
- Use a search engine to conduct a
guided search on a given topic
- Make connections between texts to
particular social issues, concerns, or
dispositions
in real life
- Analyze literature as a means of
understanding unchanging values in the
VUCA
(volatile, uncertain, complex, ambiguous)
world
Use listening strategies
based on purpose,
familiarity with the topic
and levels of
difficulty of short texts
listened to
II CONTENT Lesson 4:Supporting
Other’s Advocacies Message or
tone of the
poem/ song
“The Wedding
Dance”
Irony
Lesson 3: Feeling For Others Verb Complementation
forms
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
P103-111 17-19 20 P103-111 P103-111 21
2. Learner’s Materials
pages
P169-183 26-29 30-39 P169-183 P169-183 39-42
3. Text book pages P169-183 P169-183 P169-183
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
Copy of the text
CD recording of the
song or the MTV of
the song
Pictures of some of the
regional dances in the
Philippines
DVD of Regional Dances
Copy of the selection
Downloadable Games from
www. AmericanEnglish related to SVA
Samples of travelogue
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Let the students watch
a video clip about
justice.
ACTIVE SCHEMA (5
minutes)
a. The students will be
shown with a picture
of a couple who seem
to be saying goodbye
to each other.
b. They will be asked
to determine the
prevailing emotions in
the picture and will
ponder upon these
emotions.
YES, FILIPINOS CAN
DANCE! (5-10 minutes)
See Task 4, ‘Your Discovery
Tasks’.
a. The students will see a
video or some more pictures of
regional dances which are not
mentioned in the text.
b. They will discuss the
cultural aspect of the dances.
Call some student to
share any inspiring
quotes about justice.
Let the students
present their output
on the additional
task given.
B. Establishing a Ask the students to SIT BACK, RELAX,
AND RELISH THE
Read the selection Discuss:

3. purpose for the lesson share with the class
their personal opinion
about the ideas
presented in the video
clip
MUSIC (10 minutes)
See Task 1 ‘Your
Initial Tasks’.
1. The students will
listen to a song.
2. As they listen to the
song, they need to
a. take down words
that catch their
attention;
b. draw images
which you could
associate with the
song;
c. should write big
words which may
represent the
emotion caught; and
d. enumerate as
many feelings that
the song may draw
out from you; and,
e. write your
responses in your
notebook.
3. Let them work on
the activity: individual
and pair work.
i. Allow them to share
their insights about the
song with their
partner.
about Ida B. Wells -
Barnett and Her
Passion for Justice
on pages 173 -175 of
the LM
Use conditionals in
expressing
arguments and
fallacies
C. Presenting
Examples/instances of
new lesson
Provide worksheets
and Work on the
concept of justice (to
be written vertically
down the side of a
page)
CONTEMPORARY
MATERIAL
ON THE OTHER
SIDE (20 minutes)
See Task 2 ‘Your
Initial Tasks’.
a. A volunteer student
maybe asked to read
aloud the poem, I
Watch You Go.
(If possible set the
song used in Task 1
as background music
while the song is read
aloud.)
b. They need to
answer the questions
that follow.
c. They need to work
with a seatmate on the
second part of the
activity.
d. They have to share
reasons for their
agreement or
disagreement.
Do task 5 Crafting a
Timeline on page 176
of the LM
Read the essay
about helping
others-”The time to
help is now” on page
178-179 of the LM

4. e. The poem will be
read aloud for the
second time after the
pair work.
FACE-TO-FACE (25
minutes)
See Task 3 ‘Your
Initial Tasks’.
DIFFERING VIEWS
In preparation for the
informal debate
which is set on Day 4,
the students must
have grouped into 4
sets and have
chosen/ planned for
the following:
1. Reasons why a
person has to let go of
somebody he or she
loves;
2. Side of the issue;
3. Narrowing down of
the chosen issue;
3. Argument;
4. Support; and,
5. Questions for their
opponent.
After the students
have planned and
collaborated, they
should:
1. Submit a report
about their specific
tasks for the informal
debate;
2. Include in their
report the topic they
are going to argue
about; and,
3. Gather materials for
support.
D. Discussing new
concepts and practicing
new skills #1
Let the students read
the quotation on the
board.
( “Silence speaks
louder than words.”)
HOW IRONIC! (10 minutes)
See Task 1 ‘Your Discovery
Tasks’
1. The students will be guided
in understanding and
appreciating this literary
technique.
2. They will determine whether
the given statements are ironic
or not, with an explanation.
LOCATE, REFLECT,
EVALUATE! (20 minutes)
See Task 2, ‘Your Discovery
Tasks’.
a. The students have to
accomplish the task in pairs.
b. Some students will be called
Discuss:
Different types of
short prose
Ask?
What is the essay all
about?
How did the writer
develop her main
point?

5. on to prove the correctness of
their responses.
c. For statements 1, 2, 4, 6, 9,
and 10--probe into students‘
value judgments
concerning the issues they
represent.
THE DANCE IN THE STORY
(20 minutes)
See Task 3, ‘Your Discovery
Tasks’.
a. Assigned pair will
demonstrate simple dance
steps.
b. Music will be provided.
c. They need to draw out the
basic elements of dance, i.e.,
forward and
backward steps.
d. They will work in pairs.
e. They will collaborate as they
look and verify their answers
from the
paragraphs in the text.
f. Allow them to discuss their
ideas before they write down
their final answer.
g. They will explore on the big
question below.
E. Discussing new
concepts and practicing
new skills #2
Sharing of thoughts
about the quotation
about “Silence speaks
louder than words.”
Ask:
From the selection
being read, analyze
what kind of prose it
is?
Scrutinize the
message from the
essay.
YOU CAN DANCE! (20 minutes)
See Task 4, ‘Your Discovery Tasks’.
1.The students will visualize creatively
the story
2. They will draw out inspiration from
the song they listened to, the poem
they read aloud, and the heartbreak of
Awiyao and Lumnay.
3. In groups of ten members, they need
to plan and prepare for the
activity:
a.They will choose a good song
according to how they have interpreted
Awiyao and Lumnay‘s separation
b. They have to prepare the set-up of
their presentation, in pairs or a group
divided, to represent respectively Awiyao
and Lumnay.
c. They will create a defining
conclusion in their dance to represent
their interpretation of the end of the
story.
4. Running time for the presentation will
be set. Possibly a minimum of two to
a maximum of three minutes.
5.They have to be committed to their
rehearsal.
F. Developing mastery
(Leads to Formative
Discuss: Let the students
justify their answers
Make a news report
about the message
WATCH OUT!
See Task 5, ‘Your Discovery Tasks’.
CONTROLLED GRAMMAR

6. Assessment) The importance of
pausing or timing in
speaking
based on the essay. PRACTICE (10 minutes)
a. The students have to perform Task 3
in ‗Your Discovery Tasks‘.
b. Their answers will be processed
IT WASN’T MEANT TO BE
See Task 6, ‘Your Discovery Tasks’.
EXTENDED GRAMMAR PRACTICE
(10 minutes)
a. They will perform another exercise
covering the four subject-verb
agreement rules discussed.
b. Their answers will be processed.
G. Finding Practical
applications of concepts
and skills
Post varied quotations
about supporting or
helping others
.
Group activity:
Ask the students to
scrutinize the
message of the
selection.
Group sharing
about the said
topic
A TRIP TO THE COUNTRYSIDE (20
minutes)
See Task 7, ‘Your Discovery Tasks’.
1. An assigned student will read aloud the
last three paragraphs of the story.
2. The class will be asked to mention a place
which they believe would be closest to the
description.
3. They will visualize the scenery or the place
by creating a travelogue.
Materials for the travelogue:
4. They will choose the size of their creation.
5. They should be resourceful.
6. The will refer to the rubrics on page 42 of
the LM.
H. Making
generalizations and
abstractions about the
lesson
Read the quotations
and observe proper
pausing.
Create a
commercial/advertise
ment based from the
selection being read.
Finalize the output
of the group.
I. Evaluating Learning Incorporate what they
have learned in the
previous lessons about
stress and intonation.
Let the students
have their group
practice about their
presentation
J. Additional activities
for application or
Make your own
quotation about justice. READING
HOMEWORK
R
E
Presentation of the
group.

7. remediation See ‘Your Text’.
a. Assign the
reading selection,
Wedding Dance by
Amador Daguio for
home
reading.
b. Tell students to
work on Task 4
before reading the
selection.
A
D
I
N
G
H
O
M
E
.
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 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?

8. Prepared by: Checked by: Approved:
CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA
Teacher I Academic Head School Principal