DAILY LESSON LOG

Learning Area ENGLISH 7 Quarter One

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 7
August 27, 2024
Date/s Section FAITH
August 28, 2024

Week 6
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 (poetry) for clarity of meaning, purpose, and target
Content Standards
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 clarity of meaning, purpose, and target
Performance Standards 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-4 Compose literary texts using appropriate structure
1. Supply the purpose and features of lyric, dramatic and
narrative poetry.
2. Compose poems by following a model reflecting Filipino
Learning Competencies love, culture and aspirations and observing the structure
elements of poetry.
3. Share point of view about poems- lyric, dramatic and
narrative.

Learning Targets · I can identify the purpose · I can write my own poem
and key features of dramatic, using the structure of
lyric, and narrative poetry. dramatic, lyric, or narrative
poetry.
· I can explain how different
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 types of poetry reflect Filipino · I can express Filipino
culture, love, and dreams. culture, love, and dreams in
my poem.

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.
II. CONTENT Purpose and Features of Poetry (Dramatic, Lyric and Narrative
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
Additional Materials from Learning Resources
(LR) portal and other Supplementary Materials

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 National Heroes Day 1. Activity: Begin with a video · Activity: Begin with a Preparation for “Buwan ng Program: Buwan ng Wika
To capture students’ interest and
presentation that showcases recap of the previous day's Wika”
stimulate their curiosity. Teachers present
a scenario, question, or problem to different types of poetry, lesson. Ask students to recall
connect with students' prior knowledge
and experiences.
including a dramatic monologue, the key features of dramatic,
a lyric poem, and a narrative lyric, and narrative poetry.
ballad.
2. Discussion Prompt: Ask ·Display a famous Filipino
students, "What emotions or quote about love or life. Ask
messages did you feel or students to write a short
understand from each type of reflection on how they can
poem?" Allow them to share express this idea in poetic
their thoughts and connect the form.
video to their prior knowledge of
poetry.
3. Objective: Introduce the
learning target for the day and
explain the focus on
understanding the purpose and
features of different types of
poetry.

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 B. Explore · Activity: Divide the class into three · Activity: Have students
To provide students with hands-on
experiences to investigate and explore
groups, assigning each group a specific brainstorm ideas for their
the concept. Students engage in activities type of poetry: dramatic, lyric, or poems in groups. Each group
that allow them to observe, question, and
experiment.
narrative. Provide them with printed will choose one type of
examples of each type. poetry to focus on (dramatic,
lyric, or narrative) and draft a
· Group Task: Each group analyzes the poem together.
structure, purpose, and features of their
assigned poetry type. Students should · Guidelines: Provide a
identify elements like rhyme, meter, tone, checklist of structural
and the type of emotion or story elements they need to
conveyed. include (e.g., rhyme scheme,
meter, tone).
 Online Resource:
o Dramatic Poetry: “My Online Resource:
Last Duchess” by RhymeZone to help with
Robert Browning rhyme and structure.
o Lyric Poetry: “A Red,
Red Rose” by Robert
Burns
o Narrative Poetry: “The
Ballad of John Henry”

· Reporting: Each group presents their

findings, focusing on the purpose and key
features of their assigned type of poetry.
C. Explain · Teacher’s Input: After the group 1. Guided Writing:
To encourage students to articulate their
understanding and to introduce formal
presentations, provide a comprehensive Walk students
definitions and concepts. Teachers explanation of dramatic, lyric, and through the process
facilitate discussions, provide
explanations, and guide students to
narrative poetry. Use a slideshow to of composing their
connect their exploration to scientific highlight the key features and purposes of poems. Focus on
concepts. each type of poetry. how to start with a
theme or message
 Dramatic Poetry: Emphasizes and build the
character, monologue, and poem's structure
dramatic situations. around it.
 Lyric Poetry: Focuses on 2. Examples: Provide
expressing personal emotions or model poems that
thoughts, often in a musical follow the structure
manner. they are working
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  Narrative Poetry: Tells a story, on, emphasizing
often with a clear beginning, how Filipino values
middle, and end, with a focus on are incorporated.
plot and characters.

· Class Discussion: Engage the

students in a discussion about how these
types of poetry can reflect Filipino love,
culture, and aspirations.
D. Elaborate · Activity: Ask students to find examples · Activity: Students work
To allow students to apply their
understanding to new situations and
of Filipino poetry that reflect their culture, independently or in pairs to
deepen their knowledge. Students love, or aspirations. They can use online compose their original
engage in activities that extend their
learning and challenge them to use their
resources or family resources to find poems, using the structure
new knowledge in different contexts. poems. and features discussed.
They should focus on
 Online Resource: expressing Filipino love,
Panitikan.com.ph - Filipino culture, or aspirations in their
Poetry work.
· Peer Review: Once the
· Sharing: Students will share the poems are drafted, students
poems they found with the class, exchange poems with peers
discussing how these poems reflect for feedback, focusing on the
Filipino values and culture. use of structure and the
clarity of the message.

E. Evaluate · Activity: Provide a quiz with multiple- · Activity: Students present

To assess students’ understanding and their poems to the class,
skills, and to provide feedback. Both
choice questions and short answer
formative and summative assessments prompts to assess students’ explaining their creative
are used to measure students' learning
understanding of the features and process and the Filipino
and progress.
purposes of dramatic, lyric, and narrative values reflected in their work.
poetry.
· Exit Ticket: Ask students to write a
brief reflection on which type of poetry
resonates with them the most and why.
Values Integration  Discussion: Highlight the Reflection: End the lesson
Incorporating ethical and moral principles importance of poetry as a means with a discussion on the role
into the curriculum to help students
develop character and positive attitudes of expressing cultural identity, of poetry in promoting
alongside academic knowledge. emotions, and aspirations. empathy, understanding, and
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 Discuss how poetry can be a respect for different cultural
tool for preserving and perspectives. Encourage
promoting Filipino values and students to continue
traditions. exploring how literature can
be a powerful tool for
expressing their identity and
values.

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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