DAILY LESSON LOG

Learning Area ENGLISH 7 Quarter One

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 7
August 5, 2024
Date/s Section FAITH
August 8, 2024

Week 3
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
I. OBJECTIVES and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature
Content Standards (poetry) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that
reflect local and national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for
Performance Standards clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem)
that represents their meaning, purpose, and target audience, and reflects their local and national identity.
EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within.
Learning Objectives
1. Explain and share a critical insight on the feelings evoked from a reading material.
Learning Competencies
2. Read and define words related to the text, and deduce meaning of words
3. Determine and differentiate the structure and elements of a poem.
4. Identify and evaluate the structural, biographical, historical, and sociocultural context of a poem.
Learning Targets · I can analyze a poem to · I can use context clues and · I can explain the emotions · I can analyze and
understand its structure, knowledge of affixes to a poem evokes and critically evaluate poetry by Dr. Jose
elements, and the values it deduce the meanings of discuss them with my Rizal, identifying its
expresses. unfamiliar words. classmates. structure, elements, and
the biographical, historical,
· I can reflect on my personal · I can evaluate the poem’s · I can define and deduce and sociocultural contexts
beliefs and faith as expressed context and discuss its meanings of unfamiliar words
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 in poetry and articulate these relevance to individual or within the context of the that express individual and
reflections. communal values. poem. communal values.
· I can identify the structure
and elements of a poem.
· I can analyze the context
surrounding the poem to
understand its deeper
meaning and significance.
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.
Elements of poetry Context clues in poetry Reading and analyzing poetry
II. CONTENT Personal reflections on faith Types of context clues Author study: Dr. Jose Rizal
or belief Vocabulary: context Affixes: prefixes and suffixes
clues and affixes
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
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Learner’s Material/Textbook pages
Poetry Foundation: Text of Poetry Foundation - For National Historical
Commission of the Philippines
Additional Materials from Learning Resources the poem "If" by Rudyard exploring various poems (NHCP) - Rizal’s Biography
(LR) portal and other Supplementary Materials Kipling and their analyses.
Mi Ultimo Adios - Full Text

IV. PROCEDURES 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 ways to learn new things, practice their learning, question their learning processes, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Engage Activity: · Introduction: Begin by asking · Activity: Show students a Activities and quiz
To capture students’ interest and stimulate
their curiosity. Teachers present a scenario,
students how they feel when short video clip or presentation
question, or problem to connect with  Begin the lesson by showing a they encounter difficult words in on Dr. Jose Rizal’s life and his
students' prior knowledge and experiences.
short video clip that discusses poetry. Display the quote: contributions as a writer and
the importance of perseverance "Poetry is language at its most national hero. Discuss briefly
and resilience in life. distilled and most powerful." – how poetry can be a powerful
 After the video, ask students: Rita Dove. medium to express individual
"Have you ever faced a difficult and communal values.
situation where you needed to · Discussion: Initiate a short
be strong? How did you handle discussion on the emotions · Question to Ponder: “How
it?" evoked by poetry and how poets do you think a poet like Dr.
use language to convey deep Jose Rizal used his writings to
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  Objective: Connect students' meanings. express the values of his
prior experiences with the time?”
themes of the poem "If." · Scenario: Present the poem
"The Road Not Taken" by
Robert Frost without any
explanation. Ask students to jot
down their immediate feelings
and thoughts as they listen or
read the poem.
B. Explore Activity: · Activity: Provide students · Activity: Distribute copies of Activities and quiz
To provide students with hands-on
experiences to investigate and explore the
with copies of the poem "The Rizal’s poem "Mi Ultimo Adios"
concept. Students engage in activities that  Distribute copies of the poem Road Not Taken." (or provide a digital copy).
allow them to observe, question, and
experiment. "If" by Rudyard Kipling or have Have students read the poem
students access it through · Group Work: Divide students silently and then aloud in
Poetry Foundation. into small groups. Assign each groups, focusing on the
 In small groups, students will group to focus on different feelings and emotions it
read the poem aloud and stanzas. Instruct them to evokes.
highlight any words or phrases highlight unfamiliar words and
that they find difficult or use context clues to infer · Group Discussion: In small
unfamiliar. meanings. groups, ask students to
 Students will use context clues discuss the following:
· Online Exploration: Direct
and their understanding of students to use online resources
affixes to deduce the meaning  What emotions do
like Merriam-Webster to confirm you feel after reading
of these words. They will then the meanings of the words and
share their findings with the the poem?
to identify any prefixes or  What words or
class. suffixes that aid in
 Objective: Develop vocabulary phrases contribute to
understanding. these emotions?
skills and ensure
comprehension of the poem's
language.

C. Explain Activity: · Class Discussion: · Discussion: Introduce the Activities and quiz
To encourage students to articulate their
understanding and to introduce formal
Reconvene and have each key elements of poetry (e.g.,
definitions and concepts. Teachers facilitate  Facilitate a class discussion on group share their findings. structure, rhyme, meter, tone,
discussions, provide explanations, and
guide students to connect their exploration the structure and elements of Discuss the types of context theme) and apply them to
to scientific concepts. the poem. Ask guiding clues (definition, synonym, analyze "Mi Ultimo Adios."
questions such as: antonym, example, inference) Guide students to articulate
o What is the rhyme they used to determine their understanding of these
scheme of the poem?
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 o What are the key meanings. elements.
themes or messages?
o How does the structure · Affixes: Explain the role of · Vocabulary Exercise:
of the poem (stanzas, prefixes and suffixes in Identify unfamiliar words in the
rhyme, rhythm) understanding word meanings. poem and discuss their
contribute to its Provide examples from the meanings. Use context clues to
meaning? poem, such as "unmarked" deduce meanings.
 Introduce formal definitions of (prefix "un-").
· Mini-Lecture: Explain the
key literary elements (e.g., · Poetry Structure: Introduce historical context in which Rizal
rhyme, meter, stanza, theme). the structure and elements of wrote this poem, focusing on
 Discuss how the poem reflects the poem (e.g., rhyme scheme, the sociopolitical climate of the
Kipling's personal beliefs and meter, stanza, line length). Philippines under Spanish
values, as well as the historical Discuss how these contribute to colonization.
and sociocultural context in the overall meaning and impact
which it was written. of the poem.
 Objective: Deepen students'
understanding of the poem by
connecting its structure to its
thematic content.

D. Elaborate Activity: · Application: Ask students to Activity: Assign students to Activities and quiz
To allow students to apply their
understanding to new situations and
write a short paragraph work in pairs to create a
deepen their knowledge. Students engage  Students will write a short explaining how the poem's short presentation on how
in activities that extend their learning and
challenge them to use their new knowledge reflection on how the themes of structure and word choice "Mi Ultimo Adios" reflects
in different contexts. the poem relate to their own contribute to the themes of the communal values of the
personal beliefs or experiences decision-making and regret. time (e.g., freedom,
with faith or resilience. They should use at least two patriotism, sacrifice).
 They will also explore how the words from the poem where Encourage them to connect
poem's themes could be applied they applied context clues or the poem to Rizal’s life and
in a communal or societal knowledge of affixes. the broader sociocultural
context. context of the period.
 Objective: Encourage students · Context Evaluation: Have
to apply their understanding of students individually evaluate
the poem to their own lives and the poem’s structural,
the broader community. biographical, historical, and
sociocultural context. They
should consider how the poem
reflects communal values or
individual experiences.
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 E. Evaluate Activity: · Formative Assessment: Use · Formative Assessment: Activities and quiz
To assess students’ understanding and
skills, and to provide feedback. Both
a short quiz to assess students' Have students submit a short
formative and summative assessments are  Formative Assessment: understanding of context clues written reflection on how the
used to measure students' learning and
progress. o Students will complete and affixes. Include questions poem "Mi Ultimo Adios"
a vocabulary quiz on where students must deduce expresses individual and
Vocabulary.com based meanings of unfamiliar words communal values. Include a
on the words they within a new poem's context. few sentences on the emotions
identified in the poem. it evoked and the words or
 Summative Assessment:
· Summative Assessment: phrases that stood out.
Collect and review the
paragraphs students wrote · Summative Assessment:
o Each student will
during the Elaborate phase, Provide a quiz that includes
present a brief analysis checking for accurate analysis questions on the structure and
of one stanza from the and application of context clues. elements of the poem,
poem, focusing on the vocabulary meanings, and the
structure, theme, and historical context discussed.
personal reflection.
o Evaluate students'
reflections and
analyses using a rubric
that considers
comprehension, critical
thinking, and personal
connection.

 Objective: Assess students'

understanding of the poem's
structure, elements, and
thematic content.

Values Integration Activity: 1. Discussion: Guide  Discussion: Highlight Activities and quiz
Incorporating ethical and moral principles the moral and ethical
into the curriculum to help students develop
students to reflect on
character and positive attitudes alongside  Conclude the lesson by the poem’s message values expressed in
academic knowledge. "Mi Ultimo Adios,"
discussing the importance of about choices and their
perseverance, resilience, and long-term impacts. such as love for one’s
belief in oneself, as expressed Discuss how the country, self-sacrifice,
in the poem. Relate these themes relate to their and the fight for
values to the students' personal own lives and decision- freedom. Encourage
lives and how they can help making processes. students to reflect on
them face challenges. how these values can

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  Objective: Reinforce the ethical 2. Values Reflection: be relevant to their
and moral lessons within the Encourage students to lives today.
poem and encourage students write a short reflection
to reflect on these values in on a personal decision
their own lives. they made and how it
affected them or their
community, drawing
parallels to the poem.

I. REMARKS

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
II. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the No. of learners who require additional Did the remedial lessons work? No. of No. of learners who continue to Which of my teaching strategies What difficulties did I encounter which What innovation or localized materials
evaluation activities for remediation who scored learners who have caught up with the require remediation worked well? Why did these strategies my principal or supervisor can help me did I use or discover which I wish to
below 80% lesson work? solve? share with other teachers?
Prepared by: Checked by: Reviewed by: Approved by:

ROSELLE MAE M. RAGUINDIN, LPT KRISTINE FAITH G. ALEJANDRO, LPT JOHN CLYDE M. RANCHEZ, LPT TESSIE C. PASION, MAEd
Subject Teacher Grade School Coordinator Academic Coordinator School Principal

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