The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023. It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing. Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.

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 16-20, 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 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 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
various purposeful listening and viewing strategies; difference
information based on library sources; verbal and non-verbal cu
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.
C. Learning Make connections - Use listening strategies based on - Make connections between texts to Use listening strategies

2. Competency/s: between texts to
particular social issues,
concerns, or
dispositions
in real life
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
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
based on purpose,
familiarity with the topic
and levels of
difficulty of short texts
listened to
II CONTENT Lesson 6:
Overcoming
Indifference
Symbols Figures of speech Lesson 6: Overcoming Indifference Kernel Sentences
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
P124-128 26-31 32 P124-128 P124-128 32-33
2. Learner’s Materials
pages
P 185 62-66 66-69 P 186-190 P 190 – 191 69-70
3. Text book pages P 185 P 186-190 P 190- 191
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
None – Textbook only Bottle ( realia)
Pictures of different
kinds of bottles
fulfilling different
purposes
. CD recording of listening
inputs
2. Equipment
c. Audio CD player
d. Projector (if digital pictures
will be used)
None – Textbook only Textbook and
activity sheets
Samples of letters ( realia)
Activity sheets
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask:
Work on Task 2
Use the song “Imagine”
by John Lennon
Task 1. Bottled up
(10 minutes)
On a half-sheet of
paper, the students
will determine the
meaning of the
following idioms that
use the word, bottle.
They may use a
dictionary.
1. bottled-up emotions
2. bottle something up
3. hit the bottle
4. cork high and bottle
deep
5. the genie is out of
the bottle
Ask:
How do you
contribute to an
equitable, respectful,
and just society for
everyone?
Discuss the different
literary devices cited
in this lesson.
Discuss each one.

3. B. Establishing a
purpose for the lesson Find the reflection of
the song into our world,
our community.
Task 2. Get Bottled?
(15 minutes)
1.The class will be
divided into 5 groups.
2. They will think of
several things that get
put in a bottle.
3.They will draw these
things inside a bottle
and will complete a list
that presents the
reasons for bottling-up
the things that you
enumerated.
Value a just and
humane world for us.
Identify the literary
devices found in the
speech I Have a
Dream”.
C. Presenting
Examples/instances of
new lesson
Provide the copy of the
song “Imagine”
Play the song and let
the students sing with
the lyrics.
Task 3. What’s in a
Title? (10 minutes)
1. The students will
make associations
with the title of the
featured text.
2. They will give three
guesses about what
the text could be
based on what the title
―The Baby in the
Bottle‖ presents.
3. These will be
written on a half-sheet
of paper.
What forms of social
injustice have you
known or observed?
Provide several
examples for each
of the literary device.
D. Discussing new
concepts and practicing
new skills #1
Identify the persona of
the song.
What group of people
does he represent?
READING OF THE
TEXT (15 minutes)
See ‘Your Text’.
a. The students have
to keep their
dictionaries handy in
case they have to look
up a difficult word from
the selection.
However, they can
also rely on context
clues.
b. The students will
read the text silently.
Presentation
a. The class will be
divide the class into
Gather background of
the life of the writer,
Martin Luther King,
Jr.
Students give their
own examples on
the literary devices
discussed in the
class.

4. five groups and have
them do Tasks 1-5
(Creating Symbols,
Explaining Divisions,
Giving Assumptions
and Predictions, Part
1 and 2, Analyzing
Emotions, and
Reading Emotions).
b. They will be
assigned the same
preparation time for all
groups. They have to
choose members who
can act as facilitators
and secretaries.
c. They have to agree
on the dynamics for
presentation.
Determine the
sequence of the
presentations. You
may deviate from the
one presented here.
d. Have the groups
accomplish their
different tasks. Go
around and check the
progress of every
group. Give guidance
as needed.
e. Each group will
present their outputs.
They are required to
support their answers
or explain the process
that they did to
accomplish their task.
Invite students to ask
questions or react to
the presentation.
E. Discussing new
concepts and practicing
new skills #2
What was the message
of the song?
Is the message of the
song still relevant to
our society today?
Share your opinion.
Enrichment
PREDICTING
POPULATION
TRENDS (Pre-
assigned Work)
1. The students will
study the handout of
search protocols.
2. They have to follow
this as they research
on the following:
population rate and
fertility rate of the
Philippines and three
other Asian countries
in the last five years.
3. They need to
Deduce his
arguments on his
dream to have a just
and humane society
for everyone.
Be able to identify
the literary devices
in the selection “: I
Have a Dream”.

5. review their data and
derive implications
from them.
4. Data collected will
be shared in the class.
F. Developing mastery
(Leads to Formative
Assessment)
Find similarities of the
message of the song to
what is happening to
our society today.
ANALYZING SITUATIONS
(20 minutes)
a. The class will be given
definitions of paradox, irony, and
oxymoron. Several other examples
will also be presented.
b. The students will read again the
selection and will cite instances in
the text that correspond to the
paradox and irony. They have to
create an oxymoron for some given
examples of paradox.
c. They have to share about the
data they have gathered for their
homework, Task 6 (Predicting
Population Trends). D. They have
to identify any paradox or irony in
the data they have.
GIVING ASSUMPTIONS AND
PREDICTIONs, Part 2 (20
minutes)
1. The students will listen twice
to a recorded text–
World Population Nears 7
Billion: Can We Handle it?
By David Crary
2. They have to list down
assumptions and predictions
with supporting details.
3. They are given a five
minute-gap between the two to
allow students to write their
answers using the table given.
4. They have to their answers
and selected responses will
be processed. The focus will
be on how the students arrived
at their predictions and
assumptions
List all his arguments,
his call for change,
and his dream for the
future.
Work on Task 5.1 A
Task 5.1 B
G. Finding Practical
applications of concepts
and skills
Songs like any other
genre of literature are
vehicles of important
message to the world.
It is a very useful skill
to know about the life
of the authors. We
will have a wider
understanding of his
works.
Literary devices
help the readers to
understand the
author’s message
fast.
Expansion
IDENTIFYING KERNELS (20 minutes)
a. The students will give the meaning of
kernel and will discuss its
characteristics.
of kernels. Examples will be explained
and the students have to give own
examples, too.
b.Sample sentences that are not
kernels will be presented and the
students will transform the sample
sentences into their kernel

6. counterparts.
c. The answers of students will be
processed.
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. The students will perform Exercise
9.1.b. The answers of the students will
be processed.
EXTENDED GRAMMAR PRACTICE
(10minutes)
a. Still on kernel sentences, they have
to do Exercise 9. 2.
b. Process the answers of the students.
GROUP WORK (25MINUTES)
The class will be divided into 5
groups. They will review the materials
they have about coping with loss. They
have to come up with a 5-7-item list
that addresses one of the topics below.
They have to keep your tips clear and
simple by using kernels. They have to
give a 2-3-sentence explanation for
every tip. Keep these simple too.
Teener‘s Guide to :
Coping with heartbreaks
Coping with the death of a loved one
Coping with depression
( ASSIGNMENT)
LETTER WRITING (30 minutes)
1. Based on the discussion for this
lesson, the students will write a letter
inspired by any of the situations given.
2. Their letter can be based on the
outputs they have produced for the past
tasks.
3.They will write their on a sheet of
paper.
4.Commendable letters of the class will
be posted on bulletin board.
H. Making
generalizations and
abstractions about the
lesson
Martin Luther King
Jr.’s dream is also my
_______
_________________
____
I am sad with what I
saw in the world
today, like _____
_________________
_____.
Ask:
Why do authors
make use of the
literary devices in
conveying their
message to the
world?

7. I. Evaluating Learning
½ crosswise
What can you
contribute for us to
have a respectful
community?
Teacher may use
teacher-made quiz
in making the
students identify
literary devices in
the sentences or
lines of a selection.
J. Additional activities
for application or
remediation
R
E
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

8. 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