GRADES 1 TO 12 Dela Paz National High VII

School Grade Level

School
DAILY LESSON LOG
Teacher NOEMI M. SALAMODING Learning Area ENGLISH

March 13-17, 2023

10:40-11:20 (7-TAYTAY)

Teaching Dates and Time 12:10-12:50 (7-TERESA) QUARTER THIRD QUARTER

DAY 1 Monday DAY 2 Tuesday DAY 3 DAY 4 Thursday DAY 5 Friday

Wednesday

LEARNING MODALITY LEARNINGMODALITY (FACE TO LEARNING LEARNING MODALITY LEARNING MODALITY

(FACE TO FACE) FACE) MODALITY
(FACE TO (FACE TO FACE) (FACE TO FACE)
FACE)

Demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine
I. OBJECTIVES Culture

The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in

A. Content Standards listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of

direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors

B. Performance Standards The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using

schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching

written and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors
 correctly and appropriately.

C. Learning

Competencies/Objectives At the end of the lesson the students should be able to:

(Write the LC code for each)

a. Determine the message conveyed in printed material viewed.
b. Compare/contrast Filipino beliefs and culture.

A. Most Essential Learning MELC 18: Express one’s beliefs/convictions based on a material viewed.
Competencies (MELC)

(if applicable write the

Enabling Competency: Make a stand on the material viewed.

indicated MELC)

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 Expressing One’s Own Expressing One’s Own Values and Expressing One’s Own Values and Expressing One’s Own Values
Values and Beliefs (Part 1) Beliefs (Part 1) Beliefs (Part 1) and Beliefs (Part 1)

List 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
III. LEARNING RESOURCES materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages Grade 7 Learner’s Packet (Leap)

3. Textbook pages

4. Additional Materials from Teacher-made activities/LAS

Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Review Review Review Review Review

presenting the new lesson

The teacher introduces the lesson for the week

and motivates learners to share to class what
practices/beliefs do they usually follow at
B.Establishing purpose of the lesson
home.

C. Presenting examples/ The Philippines is an archipelago not

only of more than 7,000 islands but
instances for the new lesson
also of diverse customs and
traditions. These traditions are
formed as a result of our ancestors’
beliefs.

You may want to interview your

parents, guardian/s or older sibling/s
on their beliefs on “marriage”. Then,
with what they answered, you may
draw your emotions to show
whether you agree or not on their
ideas. (the interview was given as an
assignment earlier).

Beliefs are ideas that we accept and

claim as truth. We consider them
important that we adopt these into
our everyday lives, as well as in our
decision making. Our values,
attitudes and behaviors are
influenced by these ideas that we
strongly believe in.
D. Discussing new concepts and In today’s lesson, you will read about Read the excerpt of the short story titled,
some of the beliefs that Filipinos live “The Wedding Dance” by Amador Daguio,
practicing new skills #1 by, especially familial milestones, a Filipino writer from Lubuagan, Kalinga
SUMMATIVE TEST (ST 2) DAY particularly on wedding days. On before the World War II.
weddings, some Filipinos are inclined
to Catholic conventions brought by
1. Before the test, the teacher gives the Spanish colonization, but are also
a short review or the highlight of
mixed with pre-colonial customs.
the week’s lesson to refresh
student’s memory on all the
activities done for the week related
to the lesson.
Listed below are the notable
examples of such traditions: 1.
Pamamanhikan - This is the first step
2. Distributes the hard copy of the
ST. (prepared and printed earlier) in a Filipino wedding, where the
groom’s family meet the bride’s
family and serve as the groom’s
3. Runs-through the instructions official proposal. Usually they sit
with the learners to make sure they down, have a feast, and talk about
will understand the given the bride and groom’s plans for the
instructions well and to avoid them
wedding. This ends with both
asking questions during the test.
families giving gifts to each other.

2. Veil and Cord - In the wedding

4. Roams a-round while the day, chosen godparents or sponsors
learners are taking the test.
put the veil and cord to the bride and
groom, with the veil symbolizing the
bride and groom ‘being clothed as
5. Collects the copies of the test
papers and the learners answer
one’ and the cord wrapped around
sheets for checking and recording. the couple in a figure eight which
symbolizes eternal bond of fidelity.
3. 13 Coins / Aras - The groom gives
the bride the 13 coins or ‘aras,’
which symbolizes the promise of
prosperity to their future family.

4. A Shower of Rice - Usually done

after the wedding ceremony, the
now newlyweds are showered with
grains of rice as a sign of bounty and
rain, or blessings. Rice in weddings
also holds a sacred status as pre-
colonial Filipinos are bound with
hands held together over a mound of
rice blessed by a Babaylan or
priestess, which then becomes their
first shared meal.

5. Money Dance / Gala - this dance

is usually the first dance of the
newlyweds, whereas sponsors,
family relatives, and guests pin bills
to the bride and groom’s clothes,
which is considered a way to help the
couple get started in their married
life financially.

Individuals have different points of

view on subjects and how they
express themselves in comparison to
others. Consider the questions listed
below while reading the story that
follows.

 How does a person stand up for a

belief?

 What skills are required to take

 such a stand?

 What are the challenges and risks

involved when someone takes such a
stand?

E. Discussing new concepts and Learning Task 1: After reading the

excerpt, answer the following questions.
practicing new skills #2 Learning Task 3
Write your answers on your paper.
 1. What is the situation of Awiyao and
Lumnay’s marriage?

2. How did Lumnay respond to Awiyao

when he invited him to come to the
wedding dance?

3. What was expected of them during their

time of marriage? Were they able to fulfill
it?

4. Do you think Awiyao and Lumnay love

each other? Explain your answer.

5. If you were in the situation of Awiyao

and Lumnay, would you defy your tribe’s
tradition? Why or why not?

Learning Task 2:

Let us know us know more about the

characters of the story. Copy and fill out
the character graphic organizer below with
the needed information. Write your
answers on your paper.

F. Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications

of concepts and skills in daily

living

I learned that __________________ I learned that __________________ Then and Now: Reflect on what you learned from the lesson by completing the sentence
below:
I can apply these learnings I can apply these learnings
___________________ ___________________

I used to think
that______________________________________________________________
H. Making generalizations and
But now, I think______________________________________________________.
abstractions about the lesson

I. Evaluating learning Learning Task 4:

J. Additional activities for

application or remediation

V. REMARKS

VI.REFLECTION 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?
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 who scored below 80%.

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 worked well? Why ___ Problem Solving ___ Problem Solving ___ Problem ___ Problem Solving ___ Problem Solving
did these work?
Solving ___ Games ___ Games
___ Games ___ Games
___ Games ___ Deductive Learning ___ Deductive Learning
___ Deductive Learning ___ Deductive Learning
___ ___ Research ___ Research
Deductive
 ___ Research ___ Research Learning ___ Group work ___ Group work

___ Experimental Learning ___ Experimental Learning

___ Group work ___ Group work ___ Research
___ Video Clips ___ Video Clips
___ Experimental Learning ___ Experimental Learning ___ Group
work ___ Puzzle ___ Puzzle
___ Video Clips ___ Video Clips
___ ___Interactive Learning ___Interactive Learning
___ Puzzle ___ Puzzle Experimental ___ Inductive Learning ___ Inductive Learning
Learning
___Interactive Learning ___Interactive Learning
___ Brainstorming ___ Brainstorming
___ Video
___ Inductive Learning ___ Inductive Learning ___ Others: ______________________ ___ Others: ______________________
Clips
___ Brainstorming ___ Brainstorming
___ Puzzle
___ Others: ___ Others:
___Interactiv
______________________ ______________________
e Learning

___ Inductive
Learning

___
Brainstormin
g

___ Others:
___________
___________

F. What difficulties did I encounter which my principal ___ Low Performing School ___ Low Performing School ___ Low ___ Low Performing School ___ Low Performing School
or supervisor can help me solve?
Performing
___ Classroom Condition ___ Classroom Condition
___ Classroom Condition ___ Classroom Condition School
___ Classroom Management ___ Classroom Management
___ Classroom Management ___ Classroom Management ___
___ Student Participation ___ Student Participation
Classroom
___ Student Participation ___ Student Participation
Condition ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials
___
Classroom
Management

___ Student
Participation
 ___
Availability
of Materials

___ Model / Mock – up ___ Model / Mock – up ___ Model / ___ Model / Mock – up ___ Model / Mock – up
Mock – up
___ Pictures ___ Pictures
___ Pictures ___ Pictures
___ Pictures ___ SIM ___ SIM
___ SIM ___ SIM
___ SIM ___ Prepared PPT ___ Prepared PPT
G. What innovation or localized materials did I ___ Prepared PPT ___ Prepared PPT
use/discover which I wish to share with other ___ Others: ______________________ ___ Others:
___ Prepared
teachers?
___ Others: ___ Others: PPT
_______________________
_______________________ _______________________
___ Others:
___________
___________
_

Checked by: