School: REGIONAL SCIENCE HIGH SCHOOL III Grade Level: Grade 7

GRADES 1 to 12
Teacher: KATHERINE ROMANBAN NUESCA Learning Area: ENGLISH III
DAILY LESSON
LOG Teaching Dates and Time: Oct. 10 - 14, 2016 / 8:30 AM 4:30 PM Quarter: Second Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
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.
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.
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 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
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
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
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
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--vis the authors background
and the historical period.
Paraphrasing
Purpose Of The Narrative
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.
Cohesive Devices
RC1d: Determine the validity and unity of the
details of a parallel informative text vis--vis
its intended purpose and production milieu.
SS2d: Distinguish between credible and
incredible electronic information sources.
Electronic Information Sources.

Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teachers Guide Pages 40-42 42-43 43-44 44
2. Learners Materials Pages 79-80 80-81 81-83 84
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources CD recording of listening
Copy of the selection Copy of the selection inputs Gadgets (e.g. cellphones)
Audio CD player computer

IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
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.
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.
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 learners package.
c. They have to explain how information in
the paragraph was ordered.
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.
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.
f. After they have understood the
poem, they have identify how the title

IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
of the poem describes its content.
g. They have to point o out the
contradictory nature of the love being
expressed in the poem.
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.
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 narrators 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.
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 doesnt 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
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 BLOGGING (20 minutes)
Living 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.

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI. REMARKS
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.
The learners will be
asked to write learning
insights regarding the blog
they uploaded.
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.
This task can also extended
in a group chat in the social
media or in the classroom using
their FB Notebooks.
 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
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 use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Submitted to:

KATHERINE R, NUESCA REYNITA B. DADUYA ESPERIDION F. ORDONIO, Ed. D.

Secondary School Teacher I Head Teacher III Principal IV