School EASTERN PORAC NATIONAL HIGH SCHOOL Grade Level 7

Teacher PATRICIA ANNE D. COSME Learning Area ENGLISH

Teaching Dates and Time January 4-11 Quarter SECOND
DAILY LESSON LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 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 assessed 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.
At the end of the discussion, the learners should be able to:
1. pick out important details from a text; and
2. summarize key information from a text.
A. Content Standard 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 Standard 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 EN7WC-II-a-c-5: EN7WC-II-a-c-5: EN7WC-II-d-e-5.1: EN7WC-II-d-e-5.1:
Competency/Objectives Extract information from a Extract information from a text using a Identify key ideas Identify key ideas
Write the LC code for each. text using a summary, precis, summary, precis, and paraphrase EN7WC-II-f-5.2: EN7WC-II-f-5.2:
and paraphrase Identify supporting details Identify supporting details
EN7WC-II-i-5.3: EN7WC-II-i-5.3:
Simplify ideas Simplify ideas
III. 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.
Summarizing and Organizing Summarizing and Organizing Summarizing and Organizing Summarizing and
Organizing
V. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Division released SLM: Division released SLM: Division released SLM: Division released SLM:
Learning Resource Quarter 2 - Module 6: Quarter 2 - Module 6: Summarizing Quarter 2 - Module 6: Quarter 2 - Module 6:
(LR)portal Summarizing and Organizing and Organizing Summarizing and Organizing Summarizing and
Organizing

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B. Other Learning Resource
VI. PROCEDURES
A. Reviewing previous lesson or  Presentation of the word and  Presentation of the word and  Presentation of the word and  Presentation of the word
presenting the new lesson expression of the day expression of the day expression of the day and expression of the
 Classroom reminders  Classroom reminders  Classroom reminders day
 Reading drills (Grouped,  Reading drills (Grouped,  Reading drills (Grouped,  Classroom reminders
Sequential, and Individual) Sequential, and Individual) Sequential, and Individual)  Reading drills
 Review of previously  Review of previously discussed  Review of previously (Grouped, Sequential,
discussed lesson through pre- lesson and concepts through a quiz discussed lesson through and Individual)
test. bee. guided questions.  Review of previously
discussed lesson
Motivation: through guided
Recap: Activity: I am a broadcaster! Viewing Activity questions.
Name the Source! Learners are to read a sports article and Watch a video that provides tip on
Instruction: Identify the task to prepare a script to broadcast the how to formulate a good summary.
following sources of game.
information being described.

B. Establishing a purpose for the

lesson Processing Questions: Processing Questions:
Processing questions:
1. How do you usually 1. Based on the review activity, what
 Based on the video watched,
interpret information strategy did you use to broadcast
what makes a good
from your sources? all the information in a limited
summary?
2. Do you usually get all time?
the details from the 2. How did you organize the  Which information should be
text? information? included in a summary to
3. Which information do maintain the value of it?
you prioritize?  What are the tips and
4. How do you organize strategies you have noted in
all the details you’ve crafting effective summary?
got from your sources?  Do you think summarizing is
important? Why?

C. Presenting Activity 5: COMPLETE

examples/Instances of the Task: Think and search like a Present the concept of Summarizing: ME.
new lesson Bat
Learners are task to read the Summarizing reduces a text to its main Directions:
text, Bats by Debbie Dean. idea and necessary information. 1. The Ten Steps on How to
After the reading activity Summarizing differs from paraphrasing. Develop Effective Listening
learners are to answer the Summary leaves out details and terms. will be read.

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 following comprehension 2. Listen carefully.
questions: Why is summarizing important? 3. Complete each sentence in
Summarizing helps you understand and Column A by choosing an
1. What is the text about? learn important information by reducing appropriate word/phrase in
2. Who is the author of the text? information to its key ideas. Summaries Column B. Use a separate
3. How is the bat being can be used for annotation and study notes, sheet for your answers.
described? as well as to expand the depth of your
4. What are the characteristics writing.
of a bat?
5. What can you say about the
thought of people saying that
bats had magical
powers?

PROCESSING QUESTIONS:
1. Which information were
mainly asked on your activity?
2. How were you able to answer
the following comprehension
questions?
3. What strategy did you use to
answer the said questions?

D. Discussing new concepts and TASK: Weighing Information How is summarizing different from Discuss the strategies and tip in Activity 6: TELL ME THE
practicing new skills # 1 paraphrasing? creating effective summary. STORY.
 In this part, learners are
to ask to rate the To the untrained eye, a summary and a
importance of the paraphrase may look alike. However, there
information taken from are differences. Directions:
the previous reading • A summary is shorter than the original Fill in the “performance
activity. text. checklist for listening
• A paraphrase can be shorter or longer comprehension” while
than the original. listening to a short passage
• A summary eliminates details, examples, (BIG SISTER) by Consorcio
and supporting points. Borjeto to be read thrice for
• A paraphrase describes the original text you. Copy and answer the
in different words. chart in a separate paper.
It does not leave out details.
E. Discussing new concepts and Discussion on the importance
practicing new skills # 2 of identifying the key
information in a given text.

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F. Developing mastery Activity: Fill me
(leads to Formative Directions: Complete the summary by Activity 4: WHAT CAN I SAY?
Assessment 3) filling in the blank with an appropriate Directions: Share your learnings by
statement from the table. discussing your ideas on the
following questions
A. Why do you think some
students do not listen in
class? In your own words,
wrap it up in 5 sentences.
B. What particular value is
displayed when listening
takes place? Give only one
and elaborate.
G. Finding practical application Actual Listening Activity:
of concepts and skills in daily
living Activity1: TELL ME!
Directions: Listen carefully to the passage.
Write down important details and answer
the questions below in complete sentences.

H. Making generalizations and  Effective listening is the key

abstractions about the lesson in understanding and
achieving effective
communication. It is
important to know the
process of listening and the
barriers that makes listening
and comprehension
unsuccessful.
I. Evaluating learning
I. True or False. Write True if the
statement is correct, and False if it is
wrong.
____ 1. Hearing and listening
are the same thing.
____ 2. If someone does not
agree, he/she is not listening.
____ 3. Asking questions
improves listening
effectiveness.
____ 4. The person speaking

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 is responsible for making
sure his/her message is
understood.
____ 5. People with higher
IQs are better listeners.
II. MULTIPLE CHOICE. Choose
the letter of the correct answer.
____ 6. Listening is poor when
A. we do not expend the effort.
B. we experience message overload.
C. we experience psychological
noise.
D. All of these are correct.
____ 7. Which is true?
A. Listening and hearing are
remarkably similar.
B. It is possible to hear without
listening.
C. Listening is physical; hearing is
psychological.
D. It is possible to listen without
hearing.
____ 8. The stages of listening
include all BUT
A. attending.
B. understanding.
C. responding.
D. activating.
____ 9. When listening for
information, it is wise to
A. make some quick judgments about
the speaker, so you are not misled.
B. tie the message and speaker
together in your mind.
C. be opportunistic by learning what
you can from this speaker, even if
you learn what not to do.
D. listen for details rather than the
main ideas.
____ 10. Research cited in your text
shows listening to be a significant
factor in

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 maintaining
A. marital relationships.
B. family relationships.
C. career success.
D. All of these are correct

J. Additional activities for Activity 7: KNOW ME!

application or remediation Directions: You will hear an
interview between the
respondent (applicant) and the
interviewer (manager). Note
the detailed answers of the
respondent and fill out the
bio-data below.
VII. REMARKS

VIII. 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
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?
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Prepared by: Checked by: Noted by:

PATRICIA ANNE D. COSME KATHLENE KAYE C. ALVARADO, Ph.D. ROSELYN M. TUBLE, Ed.D
English Teacher Principal IV

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