Lesson plan in ENGLISH 7 DLL_2nd Quarter_wk8.docx

Lesson Plan in English Grade 7 Quarter 2 Week 8

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 8 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
OL2h: Provide suggestions in addressing
controversial, problematic, or debatable ideas,
issues, or concerns in a selection.
VD2e: Differentiate figurative language from
academic language.
RC1a: Use predictive and anticipatory
devices/tasks to activate prior knowledge about
the topic of reading
RC1b: Use information presented in a
reading or viewing selection to infer,
to evaluate, and to express critical ideas.
LC2i: Infer the purpose of the narrative
listened to vis-à-vis the author’s background
and the historical period.
WC2g: Compose and upload a blog entry
based on a particular personal topic of
interest
GS2f: Employ a variety of cohesive devices
in composing short personal narratives.
RC1d: Determine the validity and unity of
the
details of a parallel informative text vis-à-vis
its intended purpose and production milieu.
SS2d: Distinguish between credible and
incredible electronic information sources.
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.
Figurative Language Paraphrasing
Purpose Of The Narrative
Cohesive Devices Electronic Information Sources.
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 40-42 42-43 43-44 44
2.Learner’s Materials Pages 79-80 80-81 81-83 84
3.Textbook Pages
4.Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
Copy of the selection Copy of the selection
CD recording of listening
inputs
Audio CD player
Gadgets (e.g. cellphones)
computer

2. 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
WHAT LOVE IS (15 minutes)
See Task 1 ‘Your Initial Tasks’:
a. The students has to write down five
definitions of love.
b. These definitions may come in the
form of proverbs or simply their own
understanding of the concept.
c. Have them share their definitions.
d. They have to keep track of the
common answers and those that stand
out the most.
d. Discuss some of the answers.
B.Establishing a Purpose for the
Lesson
THE TYPES OF LOVE (15 minutes)
See Task 2.
a. Have the students listen to this short
passage about the many types of love
twice.
b. They will be asked to out the grid
found in the learner‘s package.
c. They have to explain how information
in the paragraph was ordered.
C.Presenting Examples/Instances of
the Lesson
READING (30 minutes)
See ‘Your Text’.
a. The students will read the selection.
b. They have to write on their notebooks
five questions about the selection that
they want to be answered during class
discussion.
c. They have to find out the meaning of
the title.
D.Discussing New Concepts and
Practicing New Skills #1
PRESENTATION
CONTEXT CLUES (15 minutes)
See Task 1 ‘Your Discovery Tasks’.
a. The students have to underline the
correct meaning of the words through
context clues.
b. Their responses will be validated.
LOCATE, REFLECT, EVALUATE!
(45 minutes)
See Task 3, ‘Your Discovery Tasks’.
a. The students have to paraphrase
the given lines and will share it in the
class.
c. They will put together the best
paraphrases and reconstruct the
poem using standard language.
d. They will point out the differences
between figurative and academic
language.
e. They have also to determine when
one should use one type of language
over the other.

3. f. After they have understood the
poem, they have identify how the title
of the poem describes its content.
g. They have to point o out the
contradictory nature of the love being
expressed in the poem.
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
3. Enrichment
LOUD AND CLEAR! (30 minutes)
a. Before beginning this listening
exercise, the students have to take note
of the following questions which need to
be answered by the end of the
recording:
- What is the narrator‘s gender?
- Under which historical period did the narrator live?
- What does the passage say about the narrator?
b. They have to listen to the recording of
the following passage and have to give
their responses to the questions posed
earlier.
c. They have to justify each answer by
citing details in the text.
d. They will write also a short episode
from his/her childhood following the
pattern given by the text.
e. They will share their work to the rest of
the class.
F.Developing Mastery
(Leads to Formative
Assessment 3)
4. Expansion
MORE ON NARRATIVES (5 minutes)
a. They have to examine their narrative
paragraphs.
b. They have to identify the conventions
needed in writing good narratives.
EXAMINING PARAGRAPHS (15
minutes)
a. The students will examine two
paragraphs. Their written paragraphs
will be used, only when two versions are
needed- one paragraph doesn‘t make use of
transition and cohesive devices. and the
second paragraph makes use of both
transition and cohesive devices.
b. They have to determine which
paragraph is better in terms of
cohesion. Thy have to identify why the
first paragraph seems wrong even when
all the sentences are grammatically
correct.
c. Their observations must be focused
on focus on transition words.
d. They have to make regarding how to
use the transitions as well.
f. They have to understand that

4. transitions can be applied in both the
sentence and paragraph levels.
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. They will perform Task 4 in
‗Your Discovery Tasks‘.
b. Their answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (15 minutes)
a. The students identify the
correct transition words that will
complete the sentences.
b. Their answers will be
processed.
G.Finding Practical Applications of
Concepts and Skills in Daily
Living
BLOGGING (20 minutes)
a. The students will write
three topics they find
interesting for writing a blog.
b. They will be given
instructions on how to set up
a blog.
c. They have to enumerate
the various uses of blogs as
well as what to avoid when
one has a blog.
d. They will write a short, but
personal narrative paragraph
on each topic and will upload
these entries on their
respective blogs.
e. They will read each others‘
blogs. They may also write
comments.

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

The learners will be
asked to write learning
insights regarding the blog
they uploaded.
I.Evaluating Learning
YOUR FINAL TASK
The Persons I Love
1. The students will supply the table
with the information regarding three
people whom they love, the appropriate
object or symbol that best
approximates their feelings for that
person, and the explanation why you
the said symbol was used.
2. They may go to the library and
search out for the numerous symbols
that humans have used to represent
those that they love. As much as
possible they have avoid using the
heart as it is a universal symbol.
3. They will also write what they
learned while searching for love
symbols are.
J.Additional Activities for
Application or Remediation
This task can also extended
in a group chat in the social
media or in the classroom using
their FB Notebooks.
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?
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