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I. Objectives: EN7SS-II-i-2.1: EN7WC-II-i-5.3

The daily lesson log outlines a lesson plan for 7th grade students on building healthy relationships through effective communication. The objectives are for students to understand Philippine literature, literal and figurative language, and writing summaries. Students will practice extracting information from sources and communicating verbally and nonverbally. The lesson instructs students to research formal essays on relationships, write a summary using Microsoft Word, and create a PowerPoint presentation with their findings. At the end, students will evaluate what they learned about maintaining healthy relationships through communication.

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683 views2 pages

I. Objectives: EN7SS-II-i-2.1: EN7WC-II-i-5.3

The daily lesson log outlines a lesson plan for 7th grade students on building healthy relationships through effective communication. The objectives are for students to understand Philippine literature, literal and figurative language, and writing summaries. Students will practice extracting information from sources and communicating verbally and nonverbally. The lesson instructs students to research formal essays on relationships, write a summary using Microsoft Word, and create a PowerPoint presentation with their findings. At the end, students will evaluate what they learned about maintaining healthy relationships through communication.

Uploaded by

gerlie mae
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School Fortuna National High School Grade Level 7

Daily Lesson Log Teacher John – John C. Dimaano Learning English


Area
Teaching Dates and Quarter Second
Day 5
Time

I. OBJECTIVES
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 Competencies EN7SS-II-i-2.1: Gather current information from newspapers and other print
and non-print media.
EN7WC-II-i-5.3: Simplify ideas.
II. CONTENT Formal Essay/Informative Essay
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Page 286
3. Textbook pages
4. Additional Materials from Learning Resource Portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing Previous Lesson or The Power to Impress
Presenting the new lesson The teacher will present the lesson by reading the paragraph (page 285 in LM).
Using the idea in the opening paragraph, stress the importance of effective
communication in building healthy relationships.
B. Establishing the purpose for the The teacher will ask the students the question: How does communication help
lesson in building healthy relationships?

C. Presenting examples/ instances The teacher will explain and guide the learners in understanding the GRASPS
of the new lesson component.
Encourage learners to ask questions about their final task which is about an
informative essay through a powerpoint presentation.
D. Discussing new concepts or Essay Hurrah!
practicing new skills Ask the students to visit the library and search for formal essays or informative
articles in newspapers, magazines, or books. Choose an essay/article that deals
with building healthy relationships. Borrow the book that contains the
essay/article. Or find ways to get a copy of it. Study your chosen piece. Start to
write your summary. Make a list of the information to include in the summary.
Cite the original text and its author. Review for corrections. For the students to
find a worthy piece, give them information about formal essay and its parts:
introduction, body parts, and conclusion.
E. Discussing New concepts and
practicing new skills #2
F. Developing Mastery Point to Power
Watch a video tutorial on using Microsoft PowerPoint.
Try the following links:
http;//www.youtube.com/watch?v=TpR740g1rPM
http;//www.youtube.com/watch?v=JYhUr4NoDbl
Type the summary you have written in Microsoft Word. After typing, save
your work.
Open a PowerPoint new document. Select a slide design.
Begin transferring your summary from Microsoft Word to PowerPoint.
Select and apply animations and transitions.
Use the following rubrics:
Application of PowerPoint – 5
Organization – 5
Mechanics – 5
Creativity - 5

G. Finding Practical applications The teacher will ask the students the question: How to keep a healthy
of concept and skills in daily living relationship?
H. Making generalizations and Let the students share their insights about the lesson discussed through asking
abstractions about the lesson them:
*What have you learned from today’s lesson?
I. Evaluating Learning Summative Test
J. additional activity for
application or remediation
V. REMARKS
VI. Reflection
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 lesson work?
No. of learners who caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by:
JOHN – JOHN C. DIMAANO
SST –I

Checked by:
ESTANISLAO L. LAMBON JR.
Head- Teacher I

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