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Grade

GRADES 1 to 12 School: APLAYA NATIONAL HIGH SCHOOL Level: VII


DAILY LESSON Learning
LOG Teacher: MICHELLE P. EDOROT Area: ENGLISH
Teaching Dates
and Time: Week 6 Quarter: Second

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
I. OBJECTIVES 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 The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
Standards: resources; extracting information and noting details from texts to write a prcis, 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 RC1a: Use predictive and anticipatory VD2c: Identify figures of speech that GS2d: Formulate meaningful kernel RC1b: Use information presented in
devices/ tasks to activate prior show contrast (irony, oxymoron, and sentences. a reading or viewing selection to
Competencies/Objecti knowledge about the topic of reading paradox). infer, to evaluate, and to express
ves: /viewing selection. LC2g: Formulate assumptions or critical ideas.
LC1a: Recognize differences in voice predictions about the contents of the WD2f: Compose a personal letter to
Write the LC Code for levels and speech patterns. narrative texts. a friend, relative, and other people.
each RC1e: Respond to ideas, issues, and RC1e: Respond to ideas, issues,
concerns presented in a reading or and concerns presented in a reading
viewing selection in creative forms. or viewing selection in creative
RC1b: Use information presented in a forms.
reading or viewing selection to infer,
to evaluate, and to express critical
ideas.
SS2c: (Home Work)
Follow protocols in electronic search
engines to limit the information search
process.
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 Symbols Figures of speech Kernel Sentences

Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning.
III. LEARNING Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A.References
1. Teachers Guide 26-31 32 32-33 33
Pages
2. Learners Materials 62-66 66-69 69-70 71
Pages

3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Bottle ( realia) . CD recording of listening inputs Samples of letters
Pictures of different kinds of bottles 2. Equipment ( realia)
Resources fulfilling different purposes c. Audio CD player Activity sheets
d. Projector (if digital pictures will be
used)

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
IV. PROCEDURES 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 Task 1. Bottled up (10 minutes)
On a half-sheet of paper, the students will
Lesson or Presenting determine the meaning of the following
the New Lesson 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
B. Establishing a
Task 2. Get Bottled? (15 minutes)
Purpose for the 1.The class will be divided into 5 groups.
Lesson 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.

C. Presenting
Task 3. Whats in a Title? (10 minutes)
Examples/Instances 1. The students will make associations
of the Lesson 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.

D.Discussing New
READING OF THE TEXT (15 minutes)
Concepts and See Your Text.
Practicing New Skills a. The students have to keep their
#1 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
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.

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
IV. PROCEDURES 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 Enrichment
PREDICTING POPULATION TRENDS
Concepts and (Pre-assigned Work)
Practicing New Skills 1. The students will study the handout of
#2 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 review their data and derive
implications from them.
4. Data collected will be shared in the class.
F. Developing Mastery ANALYZING SITUATIONS (20
minutes)
(Leads to Formative a. The class will be given definitions of
Assessment 3) 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

G.Finding Practical Expansion


IDENTIFYING KERNELS (20
Applications of minutes)
Concepts and Skills in a. The students will give the meaning of
Daily Living 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 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.
Teeners 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.

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
V. PROCEDURES 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 .
Task 11. How to Deal (15 minutes)
Generalizations and a. The students will conduct a brief
Abstractions about review by asking students for learning
the Lesson insights, realizations, and discoveries
made through discussions.
b. The volunteers will share their
answers. ( LM, page 70)

I. Evaluating Learning YOUR FINAL TASK


Ways of Dealing
The class will present choral reading of
their output in Exercise 10.3. They will
choose appropriate background music
to blend with the reading. They will Add
appropriate introduction and conclusion
to their presentation.
Rubrics:
30 - content
20 - use of kernel sentences
20 appropriate use of language
20 - references or application of info
taken from texts discussed (use of
symbols, use of Figures of
speech, etc)
10 - creative delivery of reading
J. Additional Activities
They can google on ways to cope up
for Application or with different problems and write
Remediation learning insights regarding the data
gathered.( maximum of 5
sentences)

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What
works? What else needs to be done to help the students learn?
VII. REFLECTION 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