School: Grade Level: 7

GRADE 7 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and AUGUST 22-26, 2022 (WEEK 1)
Time: Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Relate an experience Demonstrates Compose clear and Demonstrates an
appropriate to the occasion. understanding of various coherent sentences using understanding of the
linguistics nodes to appropriate grammatical elements of literary and
comprehend various texts structures: Pluralization of informational texts for
regular nouns comprehension
B.Performance Standards Infer meaning of idiomatic Analyzes text types to Recalls details and shares
expressions using context effectively understand ideas on texts listened to
clues. information/message(s)
C. Learning Competencies Listening Speaking Reading Speaking Recognize the sound
Analyze sound devices Derive meaning of common Analyze sound devices Compose clear and devices to describe people
(onomatopoeia, alliteration, idioms through text. (onomatopoeia, alliteration, coherent sentences using and events
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of Derive meaning of sound
text heard regular nouns devices through context

Write the LC code for each EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound devices Inferring meaning of Analyzing sound devices Composing clear and Sound Devices
(Subject Matter) (onomatopoeia, alliteration, idiomatic expression using (onomatopoeia, alliteration, coherent sentences using
assonance, personification, context clues. assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of
text heard regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3 Curriculum Guide
EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 Growing in English 6 English for all times English For You and Me English for All Times 6
(Reading) pp.144-147 (Reading), pages 228-229 (Reading), pages 144-146 (Reading) pp. 46-48 (Reading) pp.144-147
3.Textbook Pages English For You and Me English For You and Me
(Reading) pp. 51- 52 (Reading) pp. 51- 52
4. Additional Materials from Using Figurative Speech, Using Figurative Speech,
Learning Resources (LR) lrmds lrmds
Portal)
B.Other Learning Resources Copy of poem, pictures, charts/paragraph, pictures Pictures, charts
videos
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of speech What do you see in the Read the following Review:
1. Spelling drill # 1
used in each expression as picture? sentences written on a Some words have multiple
2. Say: Do you love to read
simile, personification, Can you imitate the sounds piece of paper to be given meanings but how can we
poems?
hyperbole, or of it? by your group. The teacher identify the meaning of
onomatopoeia. will ask the class to read the words?
1. The moon rose underlined words.Say: class
from its sleep. these are regular nouns.
2. The princess is as
lovely as a rose.
3. The wings flapped
and flapped.
4. I could kill you for
tickling me.
5. You’re an angel
sent from heaven.
B. Establishing purpose for What makes a poem The purpose of the lesson is Explaining the pupils what Say;Class our lesson for Ask: Have read a poem?
the Lesson different from other literary for the pupils to relate an to do today is composing clean Did you understand the
piece? expression to the occasion and coherent sentences meaning of the poem?
and infer meaning of using appropriate Why?
idiomatic expressions using grammatical structures;
context clues. pluralization of regular
nouns.
C. Presenting examples Let the students listen to Children, listen how I speak Class our lesson for today is The woman was crying. Present the poem
/instances of the new lessons the poem Clouds to you! about the sound devices “Spider Webs”
(The teacher speaks with a using onomatopoeia,
very loud voice saying: alliteration and assonance The spiders were busy last
Children, listen to me! night,
Then, in a gentle manner, From every fence and tree
say again the same words) They hung their lacy webs
Which way do you like me For all the world to see.
to speak? Why?
Let us say it in two ways. The mist was busy too;
Which way do you like it to In the stillness of the night
say? Why? It strung the spider webs
with pearls
To catch the morning light.

One spider wove a web

 Like frost on a window
pane;
Another one spun a single
thread
That looks like jeweled
chain.

Motionless hang the webs,

By the quiet sunbeam
kissed;
A fairy world was made last
night
By the spiders and the mist.

D. Discussing new concepts Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the regular nouns Comprehension Check
and practicing new skills #1. the poem. “Hidden Words” used in the first example? Ask questions based from
Find the word described by Alliteration happens when 2.In the second the poem listened to
the phrases from the row of words that start with the example,what is the regular
letters at the left. Encircle same sound are used close noun used?
the word you find within. together in a phrase or
sentence. The sound is
a. raharshlmo- usually consonant and the
irritating; offensive words don’t have to be
b. daccentson- a always right next to one
modulation of the another.
voice
c. caremaingep- to
remember; to stay
d. msgrievetlos- fail;
cause of pain;
sadness
e. thecare- wornte-
harassed with
troubles or worries
f. meatdepartment-
to leave; to go
away
g. reneternityork-
endless or limitless
time
h. armarke- to inflict
serious bodily
 harm on; destroy
E. Discussing new concepts & Identify the sound devices Presentation What is an Onomatopoeia? Say.Example in #1 is Group Activities
practicing and concern to used in the poem Read the poem altogether. pluralization of regular Group 1: Complete Me
new skills #2 Onomatopoeia is when a nouns.
SPEAK GENTLY word’s pronunciation Group 2: Dear Diary
-David Bates imitates it’s sound.
Group 3: If you were
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh
word mar
The good we may do here.

Speak gently to the little

child;
It’s love be sure to gain;
Teach it in accents soft and
mild,
It may not long remain.

Speak gently to the aged

one;
Grieve not the care- worn
heart,
Whose sands of life are
nearly run;
Let such in peace depart.

Speak gently; it’s a little

thing
Dropped in the heart’s deep
well;
The good the joy that it may
bring
Eternity shall tell.

F.Developing Mastery (Leads The teacher will give more Analysis and Discussion The teacher will give more Have a draw lots on who Group Presentation
to Formative Assesment 3 examples of texts using the sample of sound devices are going to present their
different sound devices a. What is the poem (onomatopoeia, alliteration, answer first. Group
all about? assonance.) 1.Complete each sentences
 b. What do the using the regular nouns.
following phrases Which example / sentence (etc.)
mean? imitates it’s sound?
- ‘Tis a little thing
dropped in the Which sentence start with
heart’s deep well. the same sound are used
- Rule by love; rule closed close together in a
by fear phrase or sentence?
- It’s love be sure to
gain
- Teach in accents
soft and mild
- Care- worn heart
- Sands of life are
nearly run
- Let such in peace
depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn
the meaning of
each phrase? What
help us understand
it?
d. We learn the
meaning of
phrases through
the context of the
poem. These are
called idioms.
e. What are the
importance of
idioms?
G. Finding Practical The teacher will present Read and analyze the The teacher will present Pandora’s Box Pick one strip How do you appreciate
Applications of concepts and sentences using different sentences. new sentences to analyze of paper and choose the sound devices and other
skills in daily living sound devices and the Underline the idioms used the sounds devices. correct noun to be used. literacy composition?
students will identify the in each. (Use different colored
figure of speech used a. The foreigner can papers)
easily get along
with the native.
b. The sampaguita in
your car gives off a
 sweet smell.
c. Eden has a very
attractive getup.
d. My mother looks
forward to the
coming of my
sister from Hawaii.
e. We have to look up
to our parents.
H. Making Generalizations & What an onomatopoeia? What are idioms? Idioms What is onomatopoeia? How do we form the plural We learned the different
Abstractions about the Alliteration? Assonance? are words/ phrases used in Alliteration? Assonance? forms of regular nouns? sound devices, then why do
lessons Personification? Irony? a way that is different from we need to use it?
Hyperbole? the usual dictionary
meaning of each word that
make it up. Idioms can liven
up your writing. To figure
out the meaning of idioms,
use context clues and
individual word meanings.
I.Evaluating Learning Tell what figure of speech is Choose the right idiom Read and analyze the sound Write 5 sentences using Identify the sound devices
used in each of the below to complete the devices used in the plural form of regular used. Choose the letter of
following sentences. sentences. sentences (onomatopoeia, nouns. the correct answer.
alliteration, assonance)
1. Lina is very happy. She 1. The guest of honor’s
must have _________. 1. The early bird catches the message was a mile long.
2. Ading is a very bright boy. worm. a. personification
In fact, he belongs to the 2. The squeaky wheel gets b. hyperbole
______ in his school. the grease. c. irony
3. Mother Theresa was ine 3. Go and mow the lawn. 2. The moonbeams smiled
lady _________. 4. The cows in the pasture sweetly.
4. Even if it is raining, the mooed loudly. a. onomatopoeia
class will ______ with their 5. The doors in the old b. alliteration
exposure trip. house creaked as the wind c. personification
5. Mother will go to the blew through the broken 3. All I could hear was the
market, so I’ll stay to windows. drip, drip, drip of the faulty
______ my baby sister. faucet.
6. It takes one with an a. assonance
_____ to accept other’s b. alliteration
opinions calmly. c. onomatopoeia
7. Litowill ______ his right 4. She sells sea-shells down
to play in the basketball by the sea-shore.
team. a. alliteration
 8. A famous basketball b. assonance
player was invited to _____ c. personification
on the opening day of the 5. My dear, you are
sportsfest. ugly...but tomorrow I shall
9. When the victim ______, be sober.
the police was able to a. personification
identify the suspects. b. assonance
10. If you want to _______ c. irony
in the class, you have to
study hard.

look after stand up for

awakened on the right side
of the bed
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
J. Additional activities for For those pupils who got Give the meaning of the List down sentences with Give examples of sentences Identify the sound devices
application or remediation 74% and below, the teacher idioms in each sentence and sound devices using pluralization of used. Choose the letter of
has prepared activity that use it in a sentence. (onomatopoeia, alliteration, regular nouns. the correct answer.
will make the pupils 1. The fatal blow of assonance)
understand the concept of Kid Kidlat killed his 1. The guest of honor’s
the lesson opponent. message was a mile long.
2. The cold war a. personification
between the girls b. hyperbole
was reported by c. irony
the boys to their 2. The moonbeams smiled
teacher. sweetly.
3. Our teacher put an a. onomatopoeia
end to the b. alliteration
negative c. personification
relationship of the 3. All I could hear was the
girls. drip, drip, drip of the faulty
4. Her beauty made faucet.
her stand out in a. assonance
the crowd. b. alliteration
5. My allowance was c. onomatopoeia
cut down by my 4. She sells sea-shells down
mother because I by the sea-shore.
overspent my a. alliteration
 pocket money. b. assonance
c. personification
5. My dear, you are
ugly...but tomorrow I shall
be sober.
a. personification
b. assonance
c. irony
V.REMARKS
VI. Reflection
A.No. of learners who earned
80% in the evaluation
B. No. of learners who
requires additional acts.for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners 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/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by:

Name of Teacher