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School: APLAYA NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12
Teacher: Alleli Faith P. Leyritana Learning Area: ENGLISH
DAILY LESSON
LOG Teaching Dates and Time: Week 4 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 and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
I. OBJECTIVES
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 RC1a: Use predictive and anticipatory VD2c: Identify figures of speech that WD2e: Compose a travelogue.
devices/tasks to activate prior show contrast (irony, oxymoron, SS2c: Follow protocols in electronic RC1e: Respond to ideas, issues,
Competencies/Objectives: knowledge about the topic of and paradox). search engines to limit the and concerns presented in a reading
Write the LC Code for each reading/ viewing selection. information search process. or viewing selection in creative
OL2e: Talk about why and how people RC1b: Use information presented in forms.
react differently to a text listened to, a reading or viewing selection to OL2e: Talk about why and how
read, or viewed based on one’s infer, to evaluate, and to express people react differently to a text RC1b: Use information presented in
background knowledge, purpose, and critical ideas. listened to, read, or viewed based on a reading or viewing selection to
point of view. one’s background knowledge, infer, to evaluate, and to express
RC1d: Determine the validity and unity RC1c: Determine the relevance and purpose, and point of view. critical ideas.
of the details of a parallel informative unity of the elements of a literary text
text vis-à-vis its intended purpose and vis-à-vis its intended purpose and GS2c: Use varied verb
production milieu. production milieu. complementation forms.
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 Message or tone of the poem/ “The Wedding Dance” Verb Complementation forms Debate
song Irony

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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 17-19 20 21 22

2. Learner’s Materials Pages 26-29 30-39 39-42 42-43

3. Textbook Pages

4. Additional Materials from
Learning Resource (LR)

Let them work on the activity: individual and pair work. C. question their learning processes. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. and. e. They need to work with a seatmate on the second part of the activity. c. Always be guided by demonstration of learning IV.) b. A volunteer student maybe asked to read aloud the poem. B. portal B. of the song in the Philippines AmericanEnglish related to SVA DVD of Regional Dances Samples of travelogue Copy of the selection MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done across the week. some more pictures of regional dances b. As they listen to the song. 3. enumerate as many feelings that the song may draw out from you. ‘Your Discovery Tasks’. The students will be shown with a See Task 4. The poem will be read aloud for the second time after the pair work. The students will see a video or goodbye to each other. They need to answer the questions that follow. (If possible set the song used in Task 1 as background music while the song is read aloud. draw images which you could associate with the song. FACE-TO-FACE (25 minutes) . Presenting Examples/Instances CONTEMPORARY MATERIAL ON THE OTHER SIDE (20 minutes) of the Lesson See Task 2 ‘Your Initial Tasks’. should write big words which may represent the emotion caught. RELAX. and d. 2. a. Other Learning Resources CD recording of the song or the MTV Pictures of some of the regional dances Downloadable Games from www. Allow them to share their insights about the song with their partner. Spread out the activities appropriately so that students will learn well. The students will listen to a song. They will be asked to determine the which are not mentioned in the text. Reviewing Previous Lesson or YES. write your responses in your notebook. Sustain learning systematically by providing students with multiple ways to learn new things. PROCEDURES by the students which you can infer from formative assessment activities. b. They will discuss the cultural aspect ponder upon these emotions. of the dances. They have to share reasons for their agreement or disagreement. practice their learning. A. e. they need to a. AND RELISH THE MUSIC (10 minutes) Lesson See Task 1 ‘Your Initial Tasks’. d. I Watch You Go. take down words that catch their attention. Establishing a Purpose for the SIT BACK. 1. FILIPINOS CAN DANCE! (5-10 ACTIVE SCHEMA (5 minutes) minutes) Presenting the New Lesson a. Indicate the time allotment for each step. picture of a couple who seem to be saying a. prevailing emotions in the picture and will b. c. i.

Support. Side of the issue. For statements 1. e. 9. Argument. 5. The students will be guided in understanding and appreciating this literary technique. 2. The students have to accomplish the task in pairs. LOCATE.e. REFLECT. They will determine whether the given statements are ironic or not. Narrowing down of the chosen issue. 4.. ‘Your Discovery Tasks’. Some students will be called on to prove the correctness of their responses. They will collaborate as they look and verify their answers from the paragraphs in the text. DIFFERING VIEWS In preparation for the informal debate which is set on Day 4. Questions for their opponent. g. b. they should: 1. c. i. and. 4. 6. f. Include in their report the topic they are going to argue about. and 10-- probe into students‘ value judgments concerning the issues they represent. See Task 3 ‘Your Initial Tasks’. a. After the students have planned and collaborated. the students must have grouped into 4 sets and have chosen/ planned for the following: 1. Gather materials for support. They need to draw out the basic elements of dance. 3. Reasons why a person has to let go of somebody he or she loves. c. They will explore on the big question below. Music will be provided. ‘Your Discovery Tasks’. D. Allow them to discuss their ideas before they write down their final answer. THE DANCE IN THE STORY (20 minutes) See Task 3. 2. with an explanation. and. forward and backward steps. d. EVALUATE! (20 minutes) See Task 2. Submit a report about their specific tasks for the informal debate. 3. a. 3. Assigned pair will demonstrate simple dance steps. b. They will work in pairs. . 2. Discussing New Concepts and HOW IRONIC! (10 minutes) See Task 1 ‘Your Discovery Tasks’ Practicing New Skills #1 1. 2.

F. 3. They will choose the size of their creation. and the heartbreak of Awiyao and Lumnay. 5. in pairs or a group divided. Developing Mastery WATCH OUT! See Task 5.They will choose a good song according to how they have interpreted Awiyao and Lumnay‘s separation b. G. PROCEDURES These steps should be done across the week. They will create a defining conclusion in their dance to represent their interpretation of the end of the story. question their learning processes. ‘Your Discovery Tasks’. (Leads to Formative CONTROLLED GRAMMAR PRACTICE Assessment 3) (10 minutes) a. b. 5. EXTENDED GRAMMAR PRACTICE (10 minutes) a. the poem they read aloud. The class will be asked to mention a place which they believe would be closest to the description. to represent respectively Awiyao and Lumnay. c. 4. they need to plan and prepare for the activity: a. They will visualize the scenery or the place by creating a travelogue. 2. ‘Your Discovery Tasks’. Running time for the presentation will be set. b. They will perform another exercise covering the four subject-verb agreement rules discussed. Practicing New Skills #2 1. Indicate the time allotment for each step. Materials for the travelogue: 4. practice their learning. Spread out the activities appropriately so that students will learn well. . Sustain learning systematically by providing students with multiple ways to learn new things. Living 1. Possibly a minimum of two to a maximum of three minutes. Their answers will be processed. The will refer to the rubrics on page 42 of the LM. 6. ‘Your Discovery Tasks’. Discussing New Concepts and YOU CAN DANCE! (20 minutes) See Task 4. Finding Practical Applications of A TRIP TO THE COUNTRYSIDE (20 minutes) Concepts and Skills in Daily See Task 7. They have to prepare the set-up of their presentation. An assigned student will read aloud the last three paragraphs of the story. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY IV. They will draw out inspiration from the song they listened to. Their answers will be processed IT WASN’T MEANT TO BE See Task 6. They should be resourceful. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. E. In groups of ten members. 3. ‘Your Discovery Tasks’.They have to be committed to their rehearsal. The students have to perform Task 3 in ‗Your Discovery Tasks‘.The students will visualize creatively the story 2.

They will have it in their notebook. will make their own ending of the story. Sustain learning systematically by providing students with multiple ways to learn new things. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. The Wedding Dance. Assign the reading selection. they can home research other customary laws in reading. marriage among other indigenous b. question their learning processes. they are required to follow the rubrics/ guidelines that will be reviewed prior to the actual presentation. Additional Activities for READING HOMEWORK The learners may come up with or Application or Remediation create a comic strip wherein they can See ‘Your Text’. Making Generalizations and Abstractions about the Lesson The learners will write a summary of the selection. before reading the selection. I. VI. Evaluating Learning YOUR FINAL TASK A PEEK INTO THE WORLD OF AWIYAO AND LUMNAY The students will perform a creative take on the literary piece. REMARKS . a. Indicate the time allotment for each step. Tell students to work on Task 4 people in the country. PROCEDURES by the students which you can infer from formative assessment activities. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done across the week. H. through Face-to-Face! (the informal debate) challenge and small steps in the You Can Dance! Challenge (the interpretative dance). In the Face-to-Face challenge. J. Wedding Dance by Amador Daguio for In lined with research. Always be guided by demonstration of learning V. practice their learning. Spread out the activities appropriately so that students will learn well. They should highlight the customary laws of marriage among indigenous people in the Cordillera.

Did the remedial lessons work? No. A. Which of my teaching strategies work well? Why did these work? F. Reflect on your teaching and assess yourself as a teacher. What innovations or localized materials did I use/discover which I wish to share with other teachers? . What difficulties did I encounter which my principal or supervisor can help me solve? G. of learners who earned 80% in the evaluation B. No. of learners who have caught up with the lesson D. 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. Think about your student’s progress this week. of learners who continue to require remediation E. of learners who require additional activities for remediation C. No. No. you can ask them relevant questions.