This document contains a daily lesson log for an English class covering a week of lessons. The log outlines the objectives, content, learning resources, procedures, and reflections for the teacher. Over the course of the week, students will learn about literal and figurative language, analyze a short story, practice grammar skills, and reflect on identity. The teacher evaluates student learning and reflects on effective teaching strategies and areas where additional support is needed.

1. GRADES 1 to 12
DAILY LESSON LOG
School: MALONOY NATIONAL HIGH SCHOOL Grade Level: VII
Teacher: ANAMIE D. PARO Learning Area: ENGLISH
Teaching Dates and Time: AUGUST 13-17, 2018 (Week 1) Quarter: Second
I. OBJECTIVES
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 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
Competencies/Objectives:
Write the LC Code for each
EN7V-II-a-10.1.1: Classify
sample texts into literal or
figurative.
EN7LT-II-a-4:Discover the
conflicts presented in literary
selections and the need to
resolve those conflicts in non-
violent ways..
EN7LC-IIa-a-6: Use listening
strategies based on the
purpose, familiarity with the
topic and levels of difficulty of
short text listened to.
EN7G-II-a-1: Use phrases
clauses, and sentences
appropriately and meaningfully.
II. CONTENT
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.
Single- Word Adjectives
Literal And
Figurative Expressions
THE CENTIPEDE
by Rony V. Diaz
Elements/ Features Of
The Narrative
Determiners
Features Of Primary
Information Sources.
III. LEARNING RESOURCES
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 and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 2-4 4 5-6 7
2. Learner’s Materials Pages 1-2 2-5 6 6
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
-
B. Other Learning Resources Fact sheets/pictures Fact sheets CD recording of listening
input
Audio CD player
LM/ Activity Sheets
IV. PROCEDURES
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
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,

2. 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
Presenting the New Lesson
Pre-assessment
How I View Myself And How
Others View Me(15 minutes)
See Tasks 1 and 2 ‘Your Initial
Tasks’.
a. The learnerscompare and
contrast the results of the two
tasks.
b. The learners explain if there
are disparities between how they
viewthemselves and how others
view them.
c. The responses will be
processed.
The learners will review Single-
Word Adjectives.
( 5 minutes)
The learners will review the
elements of the selection, “ The
Centipede”.
( 5 minutes)
The learners will review
features/ elements of
narratives.
B. Establishing a Purpose for the
Lesson
(5 minutes)
The learners will focus on what
words were used in describing
themselves and others. They will
be asked also to determine what
these words are that describe.
The learners will give
impression to what they read
and will share what they
understood about it.
( 5 minutes)
The learners will share similar
experiences to what was learned
from the selection.( 5 mins)
C. Presenting Examples/Instances
of the Lesson
(5 minutes)
The learners will be asked to
describe a centipede using single-
word adjectives.
They will also be asked to
determine what could be the
significance of it in the selection
D. Discussing New Concepts and
Practicing New Skills #1 See ‘Your Text’.( 15 minutes)
a. The learners will read the
selection.
( Pre-assigned)
b. They write on their notebooks
five questions about the selection
that they want to be answered
during class discussion.
USINGCONTEXT CLUES IN
FINDINGSYNONYMS (10
minutes)
See Task 1, ‘Your Discovery
Tasks’.
a. The learners will accomplish
the task.
b. Validate the responses of
students.
LITERAL OR FIGURATIVE? (10
minutes)

3. See Task 2, Your Discovery
Tasks‘.
a. Have the students accomplish
the task.
b. Validate the answers of the
students by explaining the
differences between
literal and figurative language.
IV. PROCEDURES
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 the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple waysto 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
Practicing New Skills #2
LOCATE, REFLECT,
EVALUATE! (30 minutes)
See Task 3, ‘Your
Discovery Tasks’.
a. The students will
accomplish the task in pairs.
b. Call on students to prove
the correctness of their
responses.
ALTERNATIVE ENDING
(15 minutes)
a. Ask students to work in
pairs and to continue writing
the story.
b. Limit the alternative
endings to two to three
paragraphs.
c. Ask some pairs to share
their alternative endings.
d. Critique each alternative
ending based on the given
story. Examine its
plausibility and its viability
given the given elements in
the story.
F. Developing Mastery
(Leads to Formative Assessment
3)
LOUD AND CLEAR! (30
minutes)
a. Assign students into triads.
Play an audio file of the
selection, “There’s A Teenager
in the Houseby KerimaPolotan-
Tuvera. Tellthe students to try to
remember as much information

4. as they can from therecording.
The recording will only be played
twice.
b. Ask the triads to list down the
most important information they
could about
the text. The information must
be in the order that it appeared
in thelistening text.
c. After writing down the
information, each triad must
assign a reporter who
will be asked to report his/her
triad‘s information.
d. The information being
presented will be corrected by
the teacher.
e. They will probe why it was
easy to take down the details of
the
narrative. This can be used as a
springboard to detail the
properties of narrative
texts.
ORAL PRACTICE (20 minutes)
a. Ask the students to pair up.
b. Each pair will take turns
sharing an anecdote.
c. After the anecdotes have
been shared, the job of the other
member is to
relay the anecdote as best as
s/he could.
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
EXAMINING SENTENCES
(15 minutes)
a. The students will examine
several sentences about
narratives that amy or may
not includeseveral examples
of determiners properly.
b. Elicit from the students their
observations, corrections and
generalizationsabout
determiners.
CONTROLLED GRAMMAR

5. PRACTICE (15 minutes)
a. The students will perform
Task 4 in Your Discovery
Tasks‘.
b. The answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students perform
another exercise covering the
subject ofdeterminers.
b. Process the answers of the
students.
V. PROCEDURES
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 the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple waysto 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
INSIGHTS SHARING (20
minutes)
a. Each student will write on a
sheet of paper three ideas:
i. why the views of other people
about us matter
ii. how we could learn more
about ourselves through others
iii. why identity is such an
important subject for teenagers
b. Have each student discuss
his/her ideas with a partner.
c. Have each pair join another
pair to expand their sharing.
d. Call on a few students to
share their small group sharing.
e. Synthesize the lesson.
I. Evaluating Learning YOUR FINAL TASK
A Story from my Past
The learners will think of a
story from childhood when
theyplayed a prank on a
sibling, friend, or parent. They
may interview him or her if they
are still in good terms with the
said person so that you can get
a more complete view of that
episode. They will complete the
statement that follows the grid.

6. J. Additional Activities for
Application or Remediation The students may use other
people’s experience. They can
conduct interview with the
person and acquire what is
asked in the Final Task.They
can also use the social media
to attain this task.
VI. REMARKS
VII.REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about yourstudent’s progress this week. What works? What else needs to be done to
help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

7. 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:
ANAMIE D. PARO LARRY P. CASTILLO, M.Ed.
Teacher - I Secondary School Principal III