DAILY LESSON LOG
Learning Area ENGLISH 7 Quarter One
Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 7
September 9, 2024
Date/s September 10, 2024 Section FAITH
September 11, 2024
Week 8
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 word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal, inferential, and critical
Content Standards comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques to produce
culture-based texts based on one’s purpose, context, and target audience.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- based texts: narrative, expository, and
Performance Standards persuasive texts appropriate for their purpose context (Indigenous People and regional celebrations); and target audience using simple, compound, and complex
sentences, and age-appropriate and gender-sensitive language.
Publish an original literary text that reflects culture (Poem).
1. Analyze how cultural elements (e.g., traditions, beliefs, folklore, symbolism) influence and shape the lives and
stories of the people within a chosen culture.
2. Integrate cultural elements into literary work.
Learning Competencies
3. Communicate cultural nuances through a poem (ensure their original poem accurately and respectfully portrays
the chosen culture).
4. Publish original work.
Learning Targets I can analyze how Filipino I can integrate Filipino I can compose clear and
cultural elements (e.g., cultural elements into a coherent sentences using
correct verb tenses.
traditions, beliefs, folklore, Haiku poem.
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symbolism) influence and I can communicate
shape the lives and stories cultural nuances
of the people within effectively through my
Filipino culture. Haiku.
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 Exploring Filipino Cultural Writing Haiku with Filipino Summative quiz
Elements in Poetry Cultural Elements
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 · Introduction Activity: · Motivation Activity: Summative quiz Review Day
To capture students’ interest and stimulate
their curiosity. Teachers present a scenario, Begin the class with a brief
question, or problem to connect with discussion on Filipino culture. Present a short video
students' prior knowledge and experiences.
Show a video clip that clip showcasing
highlights various Filipino various Filipino
traditions, festivals, and cultural elements,
folklore (e.g., Filipino Culture such as traditional
and Traditions). dances, festivals, and
folklore. (Video Link:
· Discussion Prompt: Ask Filipino Culture)
students to share a tradition Ask students:
or cultural practice that is
meaningful to them or their What cultural
families. Encourage students elements stood
to think about how these out to you in the
practices shape their identity video?
and values.
How do these
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elements shape
our lives and
stories as
Filipinos?
· Discussion:
Discuss with students
the importance of
preserving and
reflecting on Filipino
culture through
literature and poetry.
B. Explore Activity 1: Group Activity:
To provide students with hands-on
experiences to investigate and explore the Analysis
concept. Students engage in activities that Students will explore
allow them to observe, question, and
experiment. Divide students into examples of Haiku
small groups and poems and identify
provide each group key characteristics
with a sample (syllable pattern,
Filipino poem that imagery, seasonal or
incorporates cultural cultural reference).
elements. Examples Provide examples of
might include poems Haiku with Japanese
by Jose Rizal, cultural elements
Francisco Balagtas, or and discuss how
modern Filipino these reflect
poets. Japanese life and
Instruct students to tradition.
identify and discuss In groups, students
the cultural elements will research
in the poem, such as different aspects of
references to Filipino culture (e.g.,
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folklore, traditions, traditional practices,
or symbolism. beliefs, folklore) and
Each group will share discuss how these
their findings with can be symbolized in
the class, focusing on a Haiku.
how these cultural
elements influence
the poem’s message
and tone.
C. Explain · Mini-Lecture: Provide a ·Lecture and Discussion:
To encourage students to articulate their
understanding and to introduce formal brief explanation of how
definitions and concepts. Teachers facilitate cultural elements can be Explain the structure
discussions, provide explanations, and guide
students to connect their exploration to integrated into poetry. of a Haiku (5-7-5
scientific concepts.
Discuss the significance of syllable pattern).
using accurate and respectful Discuss how cultural
portrayals of culture in elements can be
literary works. integrated into a
Haiku, using
· Guided Practice: Using the examples from both
poems analyzed earlier, Japanese and Filipino
guide students in identifying cultures.
how the poet has used Emphasize the
cultural elements to convey importance of
specific themes or emotions. cultural respect and
Discuss the importance of accuracy in their
maintaining the integrity of writing.
the culture being
represented. · Activity:
Students will
brainstorm
individually or in
pairs to come up
with cultural
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elements they wish
to include in their
Haiku.
Share examples of
Haikus that they
found meaningful
and explain why.
D. Elaborate Activity 2: Poem · Writing Activity:
To allow students to apply their
understanding to new situations and deepen Writing
their knowledge. Students engage in Students will write
activities that extend their learning and
challenge them to use their new knowledge in Ask students to their own Haiku,
different contexts.
individually integrating Filipino
brainstorm ideas for cultural elements
an original poem that discussed earlier.
incorporates Filipino Encourage them to
cultural elements. focus on symbolism,
They can draw imagery, and the
inspiration from emotions evoked by
personal their chosen cultural
experiences, family aspect.
traditions, or well-
known Filipino · Peer Review:
folklore.
Students will then Students will share
draft their poems, their Haiku with a
ensuring they partner for feedback.
accurately and Partners will discuss
respectfully portray the cultural elements
the chosen cultural portrayed and
elements. suggest
Encourage students improvements.
to incorporate
specific cultural
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symbols, references
to traditional beliefs,
or elements of
Filipino folklore into
their poems.
E. Evaluate · Peer Review: Pair Assessment:
To assess students’ understanding and skills,
and to provide feedback. Both formative and students and have them
summative assessments are used to exchange their drafts for peer Students will publish
measure students' learning and progress.
feedback. Each student their Haiku on a class
should evaluate their Padlet or a Google
partner’s poem based on the Site.
following criteria: Each student will give
a brief explanation of
Integration of the cultural elements
cultural elements they incorporated
Clarity and and why they chose
respectfulness in them.
portrayal of the
culture
Creativity and
originality
· Final Submission:
Students will revise their
poems based on feedback
and submit their final version
to an online platform or
classroom blog for
publication.
Values Integration Discuss the ethical · Reflection:
Incorporating ethical and moral principles into
the curriculum to help students develop use of language and
character and positive attitudes alongside
academic knowledge.
how irony and Discuss the value of
hyperbole can affect respecting and
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communication.
preserving cultural
heritage through
literature.
Encourage students
to consider how
poetry can be a
powerful tool to
convey cultural pride
and identity.
· Closing Activity:
Ask students to write
a short reflection on
what they learned
about Filipino culture
and how they can
continue to
appreciate and
celebrate it in their
daily lives.
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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:
ROSELE 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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