This document outlines the weekly lesson plan for an English class in Grade 7. The lesson focuses on Philippine literature from the Period of Apprenticeship, using the poem "The Wedding Dance" as a text. Over the course of the week, students will analyze the poem's themes and language, discuss cultural aspects of regional dances in the Philippines, and debate topics related to relationships and letting go. Assessment activities include interpreting the poem through dance, creating a travelogue based on its description of countryside scenery, and summarizing the customary marriage laws presented.

1. GRADES 1 to 12
DAILY LESSON LOG
School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII
Teacher: MICHELLE P. EDOROT Learning Area: ENGLISH
Teaching Dates and Time: Week 4 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
RC1a: Use predictive and anticipatory
devices/tasks to activate prior
knowledge about the topic of
reading/ viewing selection.
OL2e: Talk about why and how people
react differently to a text listened to,
read, or viewed based on one’s
background knowledge, purpose, and
point of view.
RC1d: Determine the validity and unity
of the details of a parallel informative
text vis-à-vis its intended purpose and
production milieu.
VD2c: Identify figures of speech that
show contrast (irony, oxymoron,
and paradox).
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
RC1c: Determine the relevance and
unity of the elements of a literary text
vis-à-vis its intended purpose and
production milieu.
WD2e: Compose a travelogue.
SS2c: Follow protocols in electronic
search engines to limit the
information search process.
OL2e: Talk about why and how
people react differently to a text
listened to, read, or viewed based on
one’s background knowledge,
purpose, and point of view.
GS2c: Use varied verb
complementation forms.
RC1e: Respond to ideas, issues,
and concerns presented in a reading
or viewing selection in creative
forms.
RC1b: Use information presented in
a reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
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.
Message or tone of the
poem/ song
“The Wedding
Dance”
Irony
Verb
Complementation
forms
Debate
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 17-19 20 21 22
2. Learner’s Materials Pages 26-29 30-39 39-42 42-43
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal

2. B. Other Learning Resources
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
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, 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
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.
B. Establishing a Purpose for the
Lesson
SIT BACK, RELAX, AND RELISH THE
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.
C. Presenting Examples/Instances
of the Lesson
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.
e. The poem will be read aloud for the

3. 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
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 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.

4. 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, 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
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
Assessment 3)
WATCH OUT!
See Task 5, ‘Your Discovery Tasks’.
CONTROLLED GRAMMAR 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 in Daily
Living
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:

5. 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.
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 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 The learners will write a
summary of the selection.
They will have it in their
notebook. They should
highlight the customary laws
of marriage among
indigenous people in the
Cordillera.
I. Evaluating Learning YOUR FINAL TASK
A PEEK INTO THE WORLD OF AWIYAO AND
LUMNAY
The students will perform a creative
take on the literary piece, The Wedding
Dance, through Face-to-Face! (the
informal debate) challenge and small
steps in the You Can Dance!
Challenge (the interpretative dance).
In the Face-to-Face challenge, they
are required to follow the rubrics/
guidelines that will be reviewed prior to
the actual presentation.
J. Additional Activities for
Application or Remediation READING HOMEWORK
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.
The learners may come up with or
create a comic strip wherein they can
will make their own ending of the story.
In lined with research, they can
research other customary laws in
marriage among other indigenous
people in the country.
VI. REMARKS

6. VII.REFLECTION
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?
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?