Annex 1B to DepEd Order No. 42, s.

2016

School BINAKAYAN NATIONAL HIGH SCHOOL Grade Level 7

GRADES 1 to 12
DAILY LESSON LOG Teacher Mrs. Genevieve P. Lu Learning Area English

Teaching Dates and Time January 22-26, 2018 Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EN7LT-IVh-3:Explain EN7LT-IVh-3:Explain how

I. LEARNING how a selection may be a selection may be
EN7LT-IVd-2.2.2:Explain EN7LT-IVd-2.2.2:Explain Individual and
COMPETENCY influenced by culture, influenced by culture,
the literary devices used the literary devices used Collaborative Learning
history, environment, or history, environment, or
other factors other factors
A. Content The learner The learner demonstrates The learner The learner demonstrates The learner demonstrates
Standards demonstrates understanding of: demonstrates understanding of: understanding of:
understanding of: contemporary Philippine understanding of: contemporary Philippine contemporary Philippine
contemporary Philippine literature as a means of contemporary Philippine literature as a means of literature as a means of
literature as a means of responding to the literature as a means of responding to the responding to the
responding to the demands of the global responding to the demands of the global demands of the global
demands of the global village; various extended demands of the global village; various extended village; various extended
village; various extended text types; lexical and village; various extended text types; lexical and text types; lexical and
text types; lexical and contextual cues; appropriate text types; lexical and contextual cues; contextual cues;
contextual cues; and polite oral language, contextual cues; appropriate and polite oral appropriate and polite oral
appropriate and polite oral stance, and behavior; and appropriate and polite oral language, stance, and language, stance, and
language, stance, and use of imperatives, language, stance, and behavior; and use of behavior; and use of
behavior; and use of prepositions, verbs and wh- behavior; and use of imperatives, prepositions, imperatives, prepositions,
imperatives, prepositions, questions imperatives, prepositions, verbs and wh- questions verbs and wh- questions
verbs and wh- questions verbs and wh- questions
A. Performance The learner transfers The learner transfers The learner transfers The learner transfers The learner transfers
Standards learning by: explaining learning by: explaining the learning by: explaining learning by: explaining learning by: explaining
the need to be need to be cooperative and the need to be the need to be the need to be
cooperative and responsible in today’s cooperative and cooperative and cooperative and
responsible in today’s global village; using responsible in today’s responsible in today’s responsible in today’s
global village; using appropriate strategies to global village; using global village; using global village; using
appropriate strategies to comprehend extended text appropriate strategies to appropriate strategies to appropriate strategies to
comprehend extended text types; using lexical and comprehend extended text comprehend extended text comprehend extended text
 types; using lexical and contextual clues to types; using lexical and types; using lexical and types; using lexical and
contextual clues to understand unfamiliar contextual clues to contextual clues to contextual clues to
understand unfamiliar words and expressions; understand unfamiliar understand unfamiliar understand unfamiliar
words and expressions; using imperatives, words and expressions; words and expressions; words and expressions;
using imperatives, prepositions, and using imperatives, using imperatives, using imperatives,
prepositions, and appropriate and polite oral prepositions, and prepositions, and prepositions, and
appropriate and polite oral language, stance and appropriate and polite oral appropriate and polite oral appropriate and polite oral
language, stance and behavior in various language, stance and language, stance and language, stance and
behavior in various information-sharing behavior in various behavior in various behavior in various
information-sharing formats. information-sharing information-sharing information-sharing
formats. formats. formats. formats.
B. Objectives
Examine why the Appraise the various
Prepare numerous
literary piece “I am a Recognize the culture and sensory images and
outputs utilizing sensory
Filipino” by Carlos P. history of Filipinos which symbolism used in the Apply the concepts learned
images and symbolisms
Romulo greatly exhibits are exemplified throughout literary piece “I am a in the entire week
through their assigned
patriotism and love for the selection. Filipino” by Carlos P.
multiple intelligence.
country. Romulo

Individual and
Lesson: I am a Filipino by Lesson: I am a Filipino by Sensory Images and Reinforcement: Sensory Collaborative Learning
I. CONTENT Carlos P. Romulo Carlos P. Romulo Symbolisms Images and Symbolisms Activities on the discussed
topics

Materials: Materials:
Materials: Materials: 1. Handout of I am a 1. Handout of I am a
II. LEARNING 1. Handout of the 1. Handout of the Filipino Filipino Worksheets
RESOURCES selection selection
2. Sensory Images and 2. Sensory Images and
Symbolisms Symbolisms

A. References References: References: References:

1. Teacher’s Guide 1. K to 12 Curriculum G 1. K to 12 Curriculum G 1. K to 12 Curriculum G 1. K to 12 Curriculum 1. K to 12 Curriculum
pages (May, 2016), p. 162 (May, 2016), p. 162 (May, 2016), p. 162 Guide (May, 2016) p. 157 Guide (May, 2016) p. 157
2. Learner’s
2. Learning Package 2. Learning Package 2. Learning Package 2. Palomar, L. A. & 2. Palomar, L. A. &
Materials pages
 3. Textbook pages (Fourth Quarter), pp. 6-9 (Fourth Quarter), pp. 6-9 (Fourth Quarter), pp. 6-9 Pimentel, K.R.P. (2016). Pimentel, K.R.P. (2016).
4. Additional Interactive 7. Philippines: Interactive 7. Philippines:
Materials from Jemma, Inc. Jemma, Inc.
Learning
3. People who speak to you 3. People who speak to you
Resource (LR)
Reported speech game, Reported speech game,
portal
Retrieved from Retrieved from
https://tefltastic.wordpress.c https://tefltastic.wordpress.c
om/worksheets/grammar/rep om/worksheets/grammar/rep
orted-speech/reported- orted-speech/reported-
speech-game/ speech-game/

III. PROCEDURES
A. Daily Routine Opening Prayer, Checking Opening Prayer, Checking Opening Prayer, Checking of Opening Prayer, Checking Opening Prayer,
of attendance, Physical of attendance, Physical Set- attendance, Physical Set-up of attendance, Physical Checking of attendance,
Set-up and Spelling Test up and Spelling Test and Spelling Test Set-up and Spelling Test Physical Set-up and
Spelling Test
B. Reviewing
previous lesson REINFORCEMENT Introduction: To effectively Activity: Activity:
or presenting the ACTIVITY: convey their message,
new lesson Enrich students’ vocabulary Filipino writers utilize Reinforcement of the  Facilitate a brief
Introduction: Filipinos through providing the techniques that appeal to our discussion on sensory review of the
have come a long way following: senses and to our thoughts. images and symbolism discussed lessons.
before they achieved For example, they use
independence. Through hardy: capable of enduring animals or colors to signify
the storms and surges, difficult conditions bravery, purity, peace, etc.
they endured, showing On the other hand, they also
beckon: to attract someone or
sturdy resilience to the something use words which stimulate
world. Indeed, our rich our five senses. These words
tradition and colorful appurtenance: an object that is make us imagine that we see,
history manifested our used with or for something hear, smell, taste or even feel
character as a nation what the writers have
which steadily copes with foe: an enemy oppressor: a written. These techniques are
time. person who uses power in a cruel what we called Sensory
way
Images and Symbolism
racial: connected with a different
race
 vindication: justification against
denial

C. Establishing a  PRELIMINARY  Present the guide

purpose for the ACTIVITY: questions and facilitate
lesson the sharing of insights.
Present pictures that
manifest Filipinos’
rich culture, beautiful
sceneries, and
bountiful natural
resources.
1. Pahiyas festival
2. Boracay Island
3. Palawan
Underground
River

A. Presenting
examples/instan Analysis Task 2: Sum It Up! Task 1: Different Views! Task 2:
ces of the new Guide Questions: Directions: Make Directions: Determine the Analysis:
lesson 1. What are the important generalizations based on the literal and symbolical 1. Provide additional > Provide activities
details about the story by means of meanings of the following examples of which can carry out the
Philippines that you have completing the statements. pictures. symbolism. desired goal. It is either
seen in the different 1. I am a Filipino for I 2. Elicit students’ ideas individual or group
presentations? ______________________ on the literal and activity.
______________________ figurative meanings
2. How do you describe _______. of the given symbols.
the Filipino race?
2. Filipino is a great race
3. Do Filipinos of today because
love the Philippines better ______________________
than the way our _________________.
forefathers loved our land
years ago? Explain. 3. Our experiences in the
past taught us to
______________________
________.
 4. I will protect our freedom
as a nation by ______.
B. Discussing new
concepts and Task 2: Getting Deeper! Task3: Task 3: Dissect it! ABSTRACTION
practicing new Directions: Together REINFORCEMENT Task 2: Appealing!
skills #1 with your group mates,  Reinforce the Directions: Using the given  Facilitate the
C. Discussing new brainstorm the valuable discussion on pictures above, analyze as to presentation of the
concepts and details and great comprehension questions. which sense (sight, hearing, group performance
practicing new messages given by smell, taste or touch) each output.
skills #2 Romulo through his statement appeals.
D. Developing selection.
mastery 1. Savoring the fresh buko
(Leads to  Provide juice is like seeing a
Formative vocabulary words glimpse of heaven.
Assessment 3) 2. The dove flapped its
E. Finding practical  Facilitate the oral wings, freeing itself from
applications of reading of the text. the cage.
concepts and 3. Her words are a spear
skills in daily pierced through his heart
living that killed his dreams. GROUP ACTIVITY:
Group 1- Understanding 4. The flag waves mightily
the Text against the wind. 1. Provide situations
1. Who is the author of the 5. The fragrance of that which appeal on the
essay? single rose is enough to different sense organs
enchant the whole room and ask students to
2. What are the
analyze and identify in
characteristics of the
which sense organs
Filipino as mentioned by Guide Questions: they appeal with.
the author? 1. What is the difference
3. How can you prove the between literal and figurative
claim of the author that language? 2. Ask the group to present
the Philippines has rich and explain their work to
2. Based on the previous
land? the class.
activity, what do you think is
4. What is the two fold symbolism?
task of a Filipino?
3. Can you give other
Expound your answer.
examples of objects or
 Group 2- Interpreting animals that serve as
the Text symbolism?

1. What does the ―seed‖ 4. Enumerate the five basic

symbolize? senses.
2. Why is the Filipino a 5. Agree or disagree.
child of the marriage of Whenever we read
the East and the West? something, our senses are
Explain. being stimulated.
3. Differentiate the culture
of the East from the West.

Group 3- Challenging
the Text

1. What could be the other

title for the essay?
2. What other details
about the Filipino can you
add?
3. What other conclusion
can you provide?

Group 4- Crossing the

Author’s Mind

1. What does the essay

reveal about the author?
2. What is his purpose in
writing the essay?

F. Making  Elicit students’  Elicit students’ insight  Elicit students’ insight  Elicit students’ insight  Elicit students’
generalizations insight regarding the regarding the lesson. regarding the lesson. regarding the lesson. insight regarding
 and abstractions lesson. the lesson.
about the lesson
G. Evaluating  Provide an assessment  Provide an assessment  Provide an assessment  Provide an assessment  Provide an
learning test regarding the test regarding the test regarding the test regarding the assessment test
discussed concept. discussed concept. discussed concept. discussed concept. regarding the
discussed concept.
H. Additional
activities for
application or
remediation
IV. REMARKS
V. REFLECTIO
N

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 in
the lesson
D. No. of learners who
continue to require
remediation
Which of my
teaching strategies
worked well? Why
did these work?
What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
What innovation or Please refer to Localized and Contextualized Teaching Guides LCTGs
localized materials
did I used/discover
which I wish to
share with other
teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph