This document contains a daily lesson log for a 7th grade English class covering folklore from the Philippines. The log outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are to understand contemporary Philippine literature, text types, language skills, and oral communication. The content covers defining folklore, examples of folklore genres, and famous Filipino authors. The procedures involve group work, discussions, presentations, assessments and applying the concepts. The reflection addresses student performance and areas for improvement.

1. GRADE 7
DAILY LESSON LOG
School: ILOILONATIONAL HIGH SCHOOL Grade Level: VII
Teacher:
DERAMAS, HECHANOVA, FUNTANILLA, BUÑI,
LAGARTO, DAYANDAYAN Learning Area: ENGLISH
Teaching Dates and Time: Week 8 Quarter: FOURTH
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meetover the week and connected to the curriculum standards. To meet the objectives, necessary procedures mustbe followed and ifneeded,
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: contemporary Philippine literature as a means of responding demands of the global village; various extended
text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh- questions.
B. Performance Standards: The learner transfers learning by: explaining the needs to be cooperative and responsible in today’s global village; using appropriate strategies to
comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and
appropriate and polite oral language, stance and behavior in various information-sharing formats.
C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7V-IVh-23.2,
EN7RC-IVh-2.15.1,
EN7LT-IVh-6, and
EN7VC-IVh-16
EN7LC-IVh-8.3,
EN7LT-IVh-3, and
EN7G-IVh-6.1
EN7V-IVh-23.2,
EN7OL-IVh-5, and
EN7VC-IVh-16
EN7V-IVh-23.2,
EN7OL-IVh-5, and
EN7VC-IVh-16
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.
FOLKLORE DEFINITION Example of Folklore Word Cline Using Word Cline
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
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources

2. IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activitiesappropriately 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 waysto 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
Task 1 (5 minutes)
The students will review their
notes about the essay tackled last
meeting
Task 1 (5 minutes)
The students will be presented
with a story which they will
assessed. They will examine as
well the pictures related to the
story (S, M, L t-shirts)
B. Establishing a Purpose for the
Lesson
Task 2 (7 minutes)
The students will be asked about
the famous literary pieces of the
Philippines such as legends,
myths, tales, and/or folklore.
Task 2 (7 minutes)
The students will be asked about
the similarities and differences of
the picture.
C. Presenting
Examples/Instances of the
Lesson
Task 3 (7 minutes)
Different titles of the Philippine
folklore will be presented.
http://www.pitt.edu/~dash/philippi
nes.html
Task 3 (8 minutes)
The students will be asked with
thought-provoking question
which will connect to the topic.
Such as:
1. What do you call words with
the same meaning? How about
the words which are not
synonymous but still related to
each other through degree?
D. Discussing New Concepts and
Practicing New Skills #1
Task 4 (18 minutes)
Presented with the titles, the
students will be grouped into five
(5). This grouping is based from
the given titles. Each group will be
assigned to each piece. They will
have to examine each by filling in
the table which has the following
headings: genre, author’s
purpose, and message.
Task 4 (25 minutes)
Definition and examples of the
topic will be discussed to the
class.
https://gdrive.wikispaces.com/W
ord+Cline

3. IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activitiesappropriately 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 waysto 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
Task 5 (11 minutes)
The students will be guided about
the different folklore present in the
country. They will also be
presented with the famous people
in the different genre under folklore.
http://jm92-philippineliteraryworks.
blogspot.com/2012/09/introduction
-philippine-literature_24.html
Task 5 (15 minutes)
Students will study the word
cline.
https://www.google.com.ph/sea
rch?q=word+cline+examples&
biw=1366&bih=673&tbm=isch&
tbo=u&source=univ&sa=X&ved
=0ahUKEwi7h8bhmLbOAhWD
mJQKHWZkAU4QsAQIGQ#im
grc=d8JnL_TfTjyrDM%3A
F. Developing Mastery
(Leads to Formative Assessment
3)
Task 6 (12 minutes)
The famous Filipino authors will be
presented with their masterpieces.
The students will be given time to
study the information and will have
a matching type afterwards.
Task 6 (12 minutes)
The students will read the list
of words, and arrange them in
their order of intensity. They
must present them in a cline.
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Task 7 (20 minutes)
The students will be grouped
into five (5) Each group must
write a reaction paper about the
folktale assigned to them based
from the tribe it belongs. The
output must be passed next
week.
http://tagaloglang.com/filipino-f
olktales/
Task 7 (15 minutes)
The students will have the
following examples to be used
in a sentence.
https://prezi.com/ilb6kqs3qhd
2/words-in-a-cline/

4. 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 waysto 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
Task 8 (18 minutes)
Inputs about the topic will be
discussed further. Especially
on its definition.
http://americanfolklore.net/folkl
ore/2010/07/folklore_definition
s.html
Task 8 (20 minutes)
Using the URL the class will
answer the exercises
presented.
http://esolonline.tki.org.nz/ES
OL-Online/Teacher-needs/Pe
dagogy/ESOL-teaching-strat
egies/Oral-language/Teachin
g-approaches-and-strategies/
Vocabulary/Clines
I. Evaluating Learning Task 9 (22 minutes)
The students will choose only
one folklore which they can
appreciate (with respect to its
culture, history, and
environment where it came
from), and be able to express
their appreciation through an
oral recitation.
Task 9 (13 minutes)
The students will complete
the given sentences with its
appropriate word, which can
be found in this URL:
http://printableworksheets.in/
?dq=Word%20Cline
J. Additional Activities for
Application or Remediation
Home Task
The students may have a table
of differences among the
presented genre in folklore
(fable, legend, folktale, myth)
Home Task
The will be given word cline to
use in a sentence.
VI. REMARKS

5. VII.REFLECTION
Reflect on yourteaching 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
additionalactivities 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 used/discover
which I wish to share with other
teachers?