GRADES 1 TO 12 SCHOOL Lodlod Integrated National High School GRADE LEVEL Seven

DAILY LESSON LOG TEACHER Leo Russel A. Castillo LEARNING AREA English
TEACHING DATES AND October 14-18, 2024 QUARTER Second Quarter (2nd
TIME Mars- 7:30-8:10 Week)

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

A. Content Standards The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (prose) for clarity of
meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity.
B. Performance The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for clarity of meaning,
Standards purpose, and target audience; and compose and publish an original multimodal literary text (short story) that represents their meaning,
purpose, and target audience and reflects their local and national identity.
C. Learning EN7LIT-II-1 Analyze literary texts as expressions of individual or communal values within a structural context
Competencies/Objective
s Learning Objectives: Please see attached
Write LC code for each 1. describe and differentiate characters in the assigned text using various characterization techniques as DLL for CUF
bases;
2. define the literary elements of conflict and point of view (POV);
3. determine the different types of conflict in the assigned text for reading;
4. illustrate the different types of conflict provided in the assigned text for reading;
5. distinguish the different POVs of narration; and
6. use different POVs in (re)writing a text;
II. CONTENT My Father Goes to Court by Carlos S. Bulosan
Character and Characterization
Types of Conflict
Point of View
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Abrams, M. H., & Harpham, G. G. (2012). A glossary of literary terms (10th edition). Wadsworth, Cengage Learning.
Resources Croghan, R. V. (2000). The development of Philippine literature in English (Since 1900). Alemar-Phoenix Publishing House, Inc.
Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. USA: W. W. Norton & Company, Inc., and Peoples
Education.
Piañar, R. (2020). Pan De Miya: Collection of microstories. USJR.
IV. PROCEDURES
A. Reviewing previous Picture Weave Ask: What can you still Ask: What can you still Ask: What are the three
lesson or presenting the Facilitate picture-cued remember about plot and remember from our previous elements of short story
new lesson retelling of the story. characters? discussion? that you learned in the
previous discussions?
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 (Please see English 7
Lesson Exemplar for Q2
p.8 for the complete
details of the activity.)
B. Establishing a Present the objectives for
purpose for the lesson this week’s lesson
emphasizing on the
elements of story to be
discussed such as
character, conflict and
point of view.
C. Presenting
examples / Instances of
the new lesson
D. Discussing new Understanding What’s the Problem?
concepts and practicing Character/ Ask the learners to identify
new skill #1 Characterization the main problem faced by
Ask the learners to name the character in the story.
the characters in the
story and describe them Discussion
using describing words. Discuss conflict and its
types.
Discussion
Discuss what the types of
character and
characterization.
E. Discussing new
concepts and practicing Discussion
new skill #2 Discuss point of view and its
types.
F. Developing Mastery Character Analysis and Role Play Let’s Do a Rewrite
Leads to Formative Traits Analysis Group the learners into Group the class into 4 and
Assessment (s) Ask the learners to four and ask them to do a ask each group to rewrite the
describe and characterize role play of the given story in different point of
the characters in the conflict of the story. Then, views. They have to present
story “My Father Goes To they have to identify the their work in front afterwards.
Court” kind of conflict that they
have acted. Group 1 and 2: Rewrite the
story “My Father Goes to
Group 1: There was a Court” using first person POV
poor family whose father’s through the poor man’s
farm became a total perspective.
wreckage due to sudden
Philippine flood. Group 3 and 4: Rewrite the
story “My Father Goes to
Group 2: The rich man Court” using first person POV
filed a complaint case through the rich man’s
against the poor family, perspective.

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 stating that the family
stole the enchanting odor
of their food every time
they cook.

Group 3: The poor father

does not have a lawyer but
still attended the hearing
in the court.

Group 4: The rich man’s

children became pale and
sick because they were
unable to be given
nutrients from the sun.
G. Finding Practical Ask: “How would your Ask: What conflict in real life
applications of skills in learnings contribute do you face? How do you
daily living towards you becoming a overcome it?
better version of yourself:
as a daughter/son, as a
friend, as a student, as
an individual, and as a
human being? ”
H. Making Ask: “What are the Ask: What are the three
generalizations and significant things that elements of story that you
abstractions about the you learned from our learned this week? Tell
lesson story and discussion this something about each of it.
week?”
I. Evaluating learning Learning Check Quiz 1
Ask the learners to Let the learners answer
answer a paper and a quiz about plot,
pencil assessment about character, conflict and
the lesson for the week. point of view.

(Please see English 7

Lesson Exemplar for Q2
pp.13-14 for the
assessment items.)
J. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80%in the
evaluation.
B. No. of learners who
required additional

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 activities for
remediation who score
below 80%
C. Did the remedial
lesson work? No.
learners who have
caught up with the
lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this 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: Checked and Verified by: Noted by:

LEO RUSSEL A. CASTILLO HELEN B. KATIGBAK EBELNE G. FORNAL, Ed D

Teacher II Head Teacher I-English Principal II

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