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School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII

GRADE 7
Teacher: CHARISSE M. TOCMO Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Week 4 Quarter: FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


Objectives must be meet 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
I. OBJECTIVES
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: contemporary Philippine literature as a means of responding demands of the global
village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh- questions.
B. Performance Standards: The learner transfers learning by: explaining the needs to be cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning EN7LC-IVd-2.7, EN7VC-IVd-15, EN7V-IVd-23, EN7LT-IVd-6,


Competencies/Objectives: EN7LT-IVd-6, and EN7RC- EN7RC-IVd-10.2, and EN7OL-IVd-1.7, and EN7WC-IVd-1.1.6, and
Write the LC Code for each IVd-10.2 EN7LT-IVd-6, EN7LC-IVd-2.7 EN7G-IVd-5
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.
II. CONTENT Getting the Main Idea Own Composition
The Crow and the Sparrow
Retold by: Asharf Siddigui and Distinguishing Writing
Relevant from
Irrelevant Ideas
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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Module 4: A Discriminating and Analytical Learner Module 4: A
pages 6-12 Discriminating and
Analytical Learner
pages 13-14, 16-17, 19
2. Learner’s Materials Pages Pages 8-10 Page 10-11 Pages 14-18

3. Textbook Pages

4. Additional Materials from


Learning Resource (LR) portal
B. Other Learning Resources Photocopy of the reading text Flowchart to sequence events Paragraphs for getting the
main idea, and/or guide in
distinguishing relevant and
irrelevant ideas
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
IV. PROCEDURES 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 Task 1 (5 minutes)
Presenting the New Lesson The class will be introduced
to the question: Honesty
between or among friends is
important, isn’t it? How
would you feel if you found
out that your friend cheated
on you? Why?

B. Establishing a Purpose for the Task 2 (7 minutes)


Lesson A. Giving importance to
friendship through valuing
the trust and commitment
present in the relationship.
B. Using their own words,
the students can express
their definition of friendship.

C. Presenting Examples/Instances Task 3 (12 minutes)


of the Lesson Writing the title on the
board, the students will
guess what literary type
does the reading text belong.
They must be able to explain
their answers.

D. Discussing New Concepts and Task 4 (26 minutes)


Practicing New Skills #1 The story will be divided
into chunks, at the end of
every chunk, there are
questions to answer by the
students. This is to practice
their predictive outcome
skill. The class may be
grouped into five (5) and
each group will answer each
question randomly,
depending on the teacher if
who she wants to answer
first. The group who may got
it right, will have plus points.
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
IV. PROCEDURES 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 Task 5 (15 minutes)
Practicing New Skills #2 After reading the story,
the students will be
given questions in
which they will scan the
story for some answers.
They can write their
answers on their
notebook.

F. Developing Mastery Task 6 (17 minutes)


(Leads to Formative Assessment A. After answering the
3) given questions, the
students will show the
sequence of events
using a flow chart.

Task 7 (13 minutes)


B. The students will
identify whether the
presented statements
are true or false based
from the story.

G. Finding Practical Applications of Task 8 (15 minutes)


Concepts and Skills in Daily Living The class will answer
the following questions:
1.) What kind of friend
was the crow? Do you
know of people like
him?
2.) Would you like to
have a friend like the
crow? Why or Why not?
3.) What is the lesson?
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
V. PROCEDURES 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 Task 9 . (25 minutes)
Abstractions about the Lesson A. The class will be presented
with paragraphs from the
reading text and the students
will identify its main idea
Task 10 (35 minutes)
B. The students will be
introduced with sets of
paragraph and be able to
identify the main thought of
each as the teacher will give
inputs about how to identify the
main idea of a paragraph as well
as to distinguish relevant ideas
from irrelevant ideas in a
paragraph.
I. Evaluating Learning Task 11 (60 minutes)
The students will write a
composition about
friendship. They may use
the following guide
questions for their writing
output:
1.) How would you define
friendship?
2.) What is your idea of a
friend?
3.) What qualities would
you want in a friend?

J. Additional Activities for Home Task


Application or Remediation The students may be given
paragraphs and they must
choose from the choices,
the main topic of the said
paragraphs.
(http://www.mdc.edu/Ken
dall/collegeprep/documen
ts2/MAIN%20IDEASrevise
d815.pdf)

VI. REMARKS
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
VII. REFLECTION 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 used/discover
which I wish to share with other
teachers?