Lesson Plan ENGLISH 7 DLL_2nd Quarter_ wk5.docx

Daily Lesson Log in English 7 QUARTER 2 WEEK 5

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 5 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.
LC2f: Note familiar and unfamiliar
details from the narrative listened to.
OL2f: State the effect of a text
listened to, read,or viewed to one’s
value
system.
VD2c:Identify figures of speech that
show contrast (irony, oxymoron, and
paradox).
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.
RC1d: Determine the validity and
unity of the details of a parallel
informative text vis-à-vis its
intended purpose and production
milieu.
RC1e: Respond to ideas,issues,
and concerns presented in a
reading or
viewing selection in creative forms.
WD2e: Compose a travelogue.
GS2c: Use varied verb
complementation forms.
GS2c: Use varied verb
complementation forms.
.
OL2f: State the effect of a text
listened to, read, or viewed to one’s
value system.
RC1e: Respond to ideas,issues,
and concerns presented in a
reading or
viewing selection in creative forms.
RC1c: Determine the relevance and
unity of the elements of a literary
text vis-à-vis its intended purpose
and production milieu.
(Homework)
SS2c: Follow protocols in electronic
search engines to limit the
information search process.
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.
Oxymoron Figures of speech Verb
Complementation Forms
Steps in Writing Process
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 23-25 25-26 26-27 27
2.Learner’s Materials Pages 44-48 48-57 58-60 61

2. 3.Textbook Pages
4.Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
Copy of the activity/ selectionCopy of the activity/ selection
Hand-outs
Pictures/ samples of food
travelogue posters
Samples at American English
( PDF)
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
WRAP UP THE FOOD (10 minutes)
See Task 1 ‘Your Initial Tasks’.
Query: What food would seem irresistible
for you?
1. The class will be grouped into 5.
2. They will be asked to complete the lines
of the rap or the chant.
3. They will create a title for their rap or
chant before they will rap or chant it in
class.
The students will discuss
answers to the queries within
the text that was their
assignment. ( 10 minutes)
B.Establishing a Purpose for the
Lesson
PLEASE, PASS THE FOOD (20 minutes)
See Task 2 ‘Your Initial Tasks’.
a. The students will list down the
questions regarding the rules or ways that
everyone follows in their household during
mealtime.
b. They will answer the questions they
formulated.
c. They will go around the class and
survey 5 classmates with the 5
questions.
d. They will be required to survey and to
sign after giving their responses.
Processing
The students will mention one similarity or
difference in household practices during
mealtimes. They will also identify whether
there are more differences in mealtime
practices among Filipino households and
problem they think will arise when one
attends a gathering or party.
C.Presenting
Examples/Instances of the
Lesson
SAY WHAT? (20 minutes)
Task 4 ‘Your Initial Tasks
1. The students will identify oxymoron.
2. They will be given more examples
before the actual exercise.
3. They will explain the meaning of the
oxymoron used in the sentence.
4. They will share the meaning to their

3. seatmate.
D.Discussing New Concepts and
Practicing New Skills #1
Presentation
BREADED CONTRADICTION (20
minutes)
See Task 1, ‘Your Discovery Tasks’.
a. The students will discuss the content
in each item to check their compliance
in reading the whole story. This may
take the form of a follow up question.
b. They will be asked to use the
oxymoronic expressions in a sentence
(if the time allows it).
LOCATE, REFLECT, EVALUATE! (30
minutes)
See Task 2, ‘Your Discovery Tasks’.
a. Have the students accomplish the
task in pairs.
b. They will prove the correctness of
their responses.
c. For statements 2, 4, 5, 6, 9, and 10
probe into students‘ value judgments
concerning the issues they represent.
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
Enrichment
THE SOUND OF MUSIC (30 minutes)
Task 3
a. The students will watch a clip of a
silent movie.
b. They will interpret the movie clip.
c. They will also come up with a silent
version of a plot choice from the story,
The Bread of Salt.
d. They should assign their technical/
audio persons in the group to create or
operate on the sound and music.
e. Their song choice should aid in
establishing the elements of the story
read.
f. They will create a score sheet for the
evaluation of presentations of
each group.
g. They will also rehearse in class.
F.Developing Mastery
(Leads to Formative
Assessment 3)
Expansion
WATCH OUT! (10 minutes)
The students will discuss further verb
complementation form.
CONTROLLED GRAMMAR PRACTICE
(10 minutes)
a. They will supply correct form of VC on Task
3 in ‗Your Discovery Tasks‘.
b. Answers of the students will be processed.

4. EXTENDED GRAMMAR PRACTICE (10
minutes)
Task 4. Tune in the Verbal Complement
a. The students perform another
exercise for verbal complementation.
b. Answers will be processed.
FOOD TRIP! (30 minutes)
See Task 5, ‘Your Discovery Tasks’.
1. The class will divided into 8 groups
and each group should come up food
travelogue poster with a specific
locality which would befit the setting
described by the narrator
2. They have to find out the food
delicacy of the place they have selected
for the story.
3. They will produce a picture or create
a drawing of the food which they will use
for the Food Trip poster.
G.Finding Practical Applications of
Concepts and Skills in Daily
Living
PARTY AT DON ESTEBAN’S
(Gallery Walk) 30 minutes
The students will be informed on
how one behaves in a museum, what
can possibly be transpired between
those who put up their artwork in the
museum and those who come in to
see the exhibit. This will be the same
decorum which they would observe in
this activity.
Task Distribution:
1. A group will be assigned in a
corner or area in the room where
they could post their work.
2. Space for the walk through will be
allotted for the students.
3. They will engage in asking and
answering about the outputs they
have created.
4. When possible, they will prepare
food and bring it to class for the
museum activity. The food should
come in light (like biscuits or fruit
slices, water will do for the
refreshments) If possible, integrate
with the cooking class to work on the
regional delicacy of specific places
chosen in the activity.
5. They will also bring music to class.
6. They will prepare their blue and red
strip of paper for the evaluation.
7. There will be a quick count and
announcement of the winner of the
class choice before the session ends.

5. 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
Synthesis ( 30 minutes)
a. The student will write down several
significant human experiences they
may draw out from the story.
b. They will write down, too, the moral
of the story.
c. They will choose one specific
statement and let them come up with
three supporting ideas to strengthen
their statement.
d. They will share with a seatmate their
thoughts about the story.
e. They will also create a topic for the
library activity.
I.Evaluating Learning
Final task. ( Homework)
A Recipe for Chances
The students will informed the first step
in writing is to narrow down broad
topic. They have to write the broad
topic in the box. Then they need to
follow the directions in the subsequent
boxes. The examples and the
guidelines that they should follow are
indicated on page 59 of the LM.

J.Additional Activities for
Application or Remediation
READING HOMEWORK
See ‘Your Text’.
1. They will read the selection, The Bread of
Salt.
2. They will respond to the questions within
the text on a one-whole sheet of paper.
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?
Prepared by: Checked by:
MICHELLE P. EDOROT
PURA G. VILLAR
Teacher I School Head