DETAILED DAILY LESSON PLAN

School Grade Level 7

Teacher Learning Area ENGLISH
Date and 1 Quarter SECOND
Time
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: how
Philippine Literature during the Period of Apprenticeship and other text types
through employing various listening, viewing and reading strategies; locating
library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means
of building a positive and healthy relationship.
B. Performance Standards: The learner transfers learning by: creatively presents
a summary of a formal essay/informative article about building relationship.
C. Learning Competencies/Objectives (Write the LC code for each)

Generate thoughts and ideas to activate prior knowledge

Match words with their meanings
II. CONTENT: Lesson 1 – Valuing One’s Family
(The Centipede by Rony V. Diaz)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: 150 - 151
2. Learner’s Materials pages: 159 - 164
3. Textbook pages:
4. Additional Materials from Learning Resource (LR) portal:
B. Other Learning Resources: Retrieved from www.animatedimages.org/
https://www.youtube.com/watch?v=JVG4vPPHu7c (FAMILY by TobyMac)
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
Priming Activity
(5 minutes) Review
Ask the class for a short The student volunteer gives
recall of the previous the gist of the previous
topic/gives the short recap. topic/The teacher gives the
gist of the previous topic.
1. What are the various
elements of a story?
2. What are the points to
remember when telling a
story?

Activity
(5 minutes) Motivation The students do the given
 Play a song “FAMILY task and share their answers
by TobyMac” while to the class.
passing on an
example of a family
picture.
 Let students share
their thoughts and
ideas on the quotation
below as the music
 stops.

“No family is perfect...

we argue. We even stop
talking to each other at
times, but in the end,

Analysis
(5 minutes) 1. Do you agree with the Student volunteers answer the
quotation? Why or why not? given task.
2. How is this related to our
theme, VALUING ONE’S
FAMILY?

Abstraction
(25 minutes) Vocabulary Enrichment Students read the story
 Ask for ten (10) silently.
volunteers for the
unlocking of
vocabulary.
 Distribute paper strips
where the difficult
words are written. Students share their answers
 Post a picture of a to the class.
centipede on the
board.
 Instruct students to
look for the meaning
of the difficult words
and paste it on.

The words on the paper strips

are:
1. snickered
2. quiver
3. denounced
4. apprehension
5. mangled
6. ambled
7. trampled
8. contempt
9. bramble
10. sapling

And the words on the

drawing:
1. young tree
2. laughed insultingly
3. prickly shrub
 4. condemned
5. disrespect
6. dread
7. walked
8. tread heavily
9. wounded
10. tremble

Reading the text

Lead the oral reading of the
text while learners follow by
reading silently.

Discussion
1. Who are the characters in
the story?
2. Describe the relationship
between Delia and Eddie in
the story.
3. What do you think is the
reason behind why Delia
hates her brother so much?
4. If you were Eddie, would
you also do the thing he has
done to his sister?
Application Ask the following questions:
(5 minutes)
5. Do you have the same kind Students share their views
of relationship with your and opinions.
siblings? Why do you say so?
6. What would you do to
maintain a harmonious
relationship with your
siblings/family?
Assessment Give the following:
(10 minutes)
Pair work
Refer to LM p. 164 TASK 7:
Centipede Statement. Take
note of how words are used Students do the given task.
in the story. Construct own
sentences using the same
words. You may use a
dictionary for reference and
guide.

1. snickered
2. quiver
3. denounced
4. apprehension
5. mangled
6. ambled
7. trampled
8. contempt
 9. bramble
10. sapling

II. Answer the given question

in 3-5 sentences.
“How can we value our family
in times of conflict?”

Assignment
(2 minutes) Instruct the class to define Students note their
the following: assignment.
1. Verbal communication
2. Nonverbal communication

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these 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?
 DETAILED DAILY LESSON PLAN

School BUKIDNON NHS Grade Level 7

Teacher MARIA KRISTEL REINA R. ATOZ Learning Area ENGLISH
Date and 2 Quarter SECOND
Time
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: how Philippine
Literature during the Period of Apprenticeship and other text types through
employing various listening, viewing and reading strategies; locating library
resources; using phrases, clauses, sentences, literal and figurative language and
verbal and non-verbal cues in oral communication serve as means of building a
positive and healthy relationship.
B. Performance Standards: The learner transfers learning by: creatively presents a
summary of a formal essay/informative article about building relationship.
C. Learning Competencies / Objectives( Write the LC code for each)

EN7OL-II-A-4: Utilize verbal and nonverbal cues in conversations, dialogues

and interviews

II. CONTENT: Lesson 1 – Valuing One’s Family

(VERBAL AND NONVERBAL CUES)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: 151 - 152
2. Learner’s Materials pages: 160 - 165
3. Textbook pages:
4. Additional Materials from Learning Resource (LR) portal:
B. Other Learning Resources
Retrieved from
www.thoughtco.com/nonverbal-communication-activities-1857230
www.scripts.com/script.php?id=big_hero_6_4047&p=5
www.moana.fandom.com/wiki/Moana/Transcript
www.imsdb.com/script/How-to-train-Your-Dragon.html
www.imsdb.com/scripts/Incredibles,-The.html

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
Priming Activity
(5 minutes) Review
Ask the class for a short recall The student volunteer gives
of the previous topic/give the the gist of the previous
short recap. topic/The teacher gives the
gist of the previous topic.
1. What is the title of the story
we had yesterday?
2. Who are main characters?
3. What lesson did you learn
from the story?

Activity Motivation
(5 minutes)  Write down a
 mood/disposition like The students do the given
happy, guilty, sad, task.
suspicious paranoid on
paper strips. These
strips serve as prompts.
 Have student
volunteers take a
prompt and express the
mood they’ve picked
while reading the
sentence: “The house
is on fire!”
 The whole class should
guess the emotion of
the volunteer.

Analysis
(2 minutes) 1. “What do you think of The students share their
misunderstood feelings? answers to the class.
2. Where is it coming from?
3. What are the causes of
miscommunication?

Abstraction Discussion
(15 minutes) Present to the class that verbal
communication are the things
we say and nonverbal
communication are the things Students jot down notes for
we do not say, but reference.
communicate through our facial
expressions, signals or body
language.

Provide examples on
nonverbal cues like hand
signals, facial expressions,
gestures. Have students guess
the nonverbal cues presented.

OR

Refer to emojis/emoticons they

can usually see/use in
texting/chatting.
(e.g.
Application Give the following:
(15 minutes)
Individual work Students do the given task.
Notebook only: Give the
corresponding meaning and
use of the given nonverbal
signals. Write the letter on the
blank provided.
a. To ask/to inquire
b. to agree on something
c. to start a race
d. to express doubt
e. All okay
f. to express love for someone
g. to give a warning
h. to praise for a good
performance
i. to comfort somebody
j. disliking the smell of
something

_____ 1. Gun shot in the air

_____ 2. Clapping
_____ 3. Siren
_____ 4. Flying kiss
_____ 5. Covering the nose
_____ 6. Nodding of the head
_____ 7. Patting the back
_____ 8. Scratching the head
_____ 9. Thumbs up
_____ 10. Raising of hand

Pair Work
Prepare paper strips written
with titles of famous cartoon
movies (BIG HERO 6,
 MOANA, HOW TO TRAIN
YOUR DRAGON, THE
INCREDIBLES).
(See attached sheet.)
Let students pick and deliver
the short dialogue while they
observe appropriate verbal and
nonverbal cues. (You can also
show to the class clips from the
movies mentioned above if you
can provide.)
Assessment Let students have drawing of
(10 minutes) lots to do the following task.
Directions: Create a short Students work on the given
conversation/dialogue/interview activity.
based on the given situations
below.
1. You climbed a tree and
you are stuck on top.
You need to tell a friend
who is in the field below
to come and help you.
Your friend tells you
how to get down.
2. You are giving/asking
someone directions on
which way to the
comfort room while both
of you are in the middle
of a concert in the
Capitol Grounds.
3. You are interviewed by
the School
Disciplinarian because
you were reportedly
misbehaving in class.

Assignment Directions: Bring at least one

(2 minutes) (1) picture (cut-outs from
magazines, newspapers, Students note their
colored/non-colored may do) of assignment.
the following situations
1. People affected by natural
calamities (e.g. flood, landslide,
etc.)
2. People/Person arguing
3. person crying
4. People on a rally
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these 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?

DETAILED DAILY LESSON PLAN

School BUKIDNON NHS Grade Level 7
Teacher MARIA KRISTEL REINA R. ATOZ Learning Area ENGLISH
Date and 3 Quarter SECOND
Time
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: how
Philippine Literature during the Period of Apprenticeship and other text types
through employing various listening, viewing and reading strategies; locating
library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means
of building a positive and healthy relationship.
B. Performance Standards: The learner transfers learning by: creatively presents
a summary of a formal essay/informative article about building relationship.
C. Learning Competencies / Objectives( Write the LC code for each)

EN7LT-II-A-4: Discover the conflicts presented in literary selections and the

need to resolve those conflict in nonviolent ways.
II. CONTENT: Lesson 1 – Valuing One’s Family
(CONFLICT: INTERNAL AND EXTERNAL)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: 158 – 159
2. Learner’s Materials pages: 165
3. Textbook pages:
4. Additional Materials from Learning Resource (LR) portal:
Retrieved from www.lrmds.deped.gov.ph/detail/1706
B. Other Learning Resources
Retrieved from
www.pinterest.com
www.foxhugh.com/literary-elements/conflict-literature/the-4-types-of-
conflict/
www.youtube.com/Family-planning-TVC-2014/

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
Priming Activity Review
(5 minutes) Ask the class for a short The student volunteer gives
recall of the previous the gist of the previous
topic/give the short recap. topic/The teacher gives the
gist of the previous topic.
1. Communication can be
classified into two types.
What are they?
2. These are the things we
actually say. What type of
communication is this?
3. How about the things we
communicate through body
language, gestures, facial
expressions, signals? What
do we call this?
4. Give some examples of
nonverbal cues.

Activity
(5 minutes) Motivation
Ask about the two situations The students share their
in the picture. views.

Analysis “Is there a conflict happening

(2 minutes) in the 1st image? 2nd image? The students share their
What is the difference answers to the class.
between the two?”

Abstraction Discussion
(20 minutes) Explain that a central struggle
between two opposing forces Students jot down notes for
is called conflict. It can be: reference.
external – character versus
outside forces; internal –
character versus self.

(Make use of the pictures you

asked from them as their
assignment.)

Let students identify the

picture they have if it is under
INTERNAL or EXTERNAL
conflict.

(You may also include/touch

specific examples under
external conflict: man vs
nature, man vs society, etc.)

Application Individual work

(10 minutes)
Identify if it is INTERNAL or
EXTERNAL Conflict:
1. A couple disagreeing about
how their money should be
spent.
2. A family is stranded in a
snow storm.
3. A student torn between
studying or going out with
friends.
4. A girl having a hard time
 choosing between buying
shoes or dress.
5. Linda competing against
Bruce in their academics.
Pair Work
Identify what type of conflict
in the story, “The Centipede
by Rony V. Diaz”. Provide
possible suggestions to
resolve these:
1. Delia hates Eddie because
she believes he is the reason
their mother died.
2. Eddie thinks of a revenge
to his sister but also thinks of
her disability.
Assessment Small Group Activity
(15 minutes)
Play a video clip of an ad Students do the given task.
from The Department of
Health entitled “Ang
Planadong Buhay ay Maayos
na Buhay” (Family Planning
TVC 2014) and ask students
to listen and take note of the
conflict present about family
concerns. After identifying the
conflict, create possible
suggestions/solutions to
resolve it.
OR
Present the story, “Stranger
in the Home” and similarly let
students note of the conflict
present and create possible
suggestions/solutions to
resolve it.
Assignment Directions: Extract three lines Students note their
(2 minutes) from your favorite song. Write assignment.
in on your notebook.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these 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?

DETAILED DAILY LESSON PLAN

School BUKIDNON NHS Grade Level 7

Teacher MARIA KRISTEL REINA R. ATOZ Learning Area ENGLISH
Date and 4 Quarter SECOND
Time
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of: how
Philippine Literature during the Period of Apprenticeship and other text types
through employing various listening, viewing and reading strategies; locating
library resources; using phrases, clauses, sentences, literal and figurative
language and verbal and non-verbal cues in oral communication serve as means
of building a positive and healthy relationship.
B. Performance Standards: The learner transfers learning by: creatively presents
a summary of a formal essay/informative article about building relationship.
C. Learning Competencies / Objectives( Write the LC code for each)

EN7V-II-A-1: Distinguish between literal or figurative language.

II. CONTENT: Lesson 1 – Valuing One’s Family
(LITERAL AND FIGURATIVE LANGUAGE)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: 153 - 154
2. Learner’s Materials pages: 166 - 168
3. Textbook pages:
4. Additional Materials from Learning Resource (LR) portal:
B. Other Learning Resources
Retrieved from www.everydayspeech.com/speech-therapy-worksheet-
creator/figurative-language-matching-worksheet-2/
Retrieved from www.mandegar.info/?l=Literal+and+figurative+language+
+Wikipedia
Powerpoint presentation retrieved from
3rd_grade_figurative_language_pp_link_on_map.ppt

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
Priming Activity Review
(5 minutes) Ask the class for a short The student volunteer gives
recall of the previous the gist of the previous
topic/give the short recap. topic/The teacher gives the
gist of the previous topic.
1. What is conflict?
2. How do we classify
conflict?
3. Give an example of
INTERNAL and EXTERNAL
conflict.

Activity Motivation
(5 minutes) Present two sentences for
comparison: The students do the given
task.
1. The grass looks green.
2. The grass looks like spiky
green hair.
Analysis Then ask:
(2 minutes) 1. What is the meaning of the The students share their
first sentence? The second views/answers to the class.
sentence?”
 2. What is the difference
between the two?
Abstraction Discussion
(15 minutes) Introduce to the class the
definition of literal and Student jot down notes for
figurative language. reference.
Present examples of literal
language. In giving examples
of figurative language,
introduce common figures of
speech like simile and
metaphor with their
examples.

(Refer to PPT presentation)

Let students bring out their

assignment (lines from their
favorite song).
“What is the language used
in that particular lines in your
favorite song? Is it figurative?
Or literal?”
Application Triad Work Students do the given task.
(10 minutes)
Distribute mini-boards and
chalk. Give sentences and let
the class recognize if it is
literal or figurative by writing
LIT or FIG
Statement LIT FIG
1. Berto was
tasked by Delia
to kill Eddie’s
adopted dog.
2. Centipedes
often scare
people
because of
how they look.
3. Delia’s
resentment
towards Eddie
could be traced
back from their
mother’s
death.
4. Eddie saw
his sister as a
thorn on his
side---
something
 which should
be plucked.
5. Eddie sister
was stunned
when she saw
the centipede.
6. Eddie’s
feelings toward
his sister could
be compared
to that of an
overheated
kettle.
7. Even as a
young boy,
Eddie already
had the
instincts of a
hunter.
8. For most of
the story,
Eddie and
Delia were like
oil and water.
9. Once, Eddie
thought that
Delia was
extending the
olive branch to
him.
10. Their father
often told
Eddie and
Delia to keep
the peace.
.
After giving the activity, ask
the class: “How would you
know if a sentence is using
literal or figurative language?
Assessment Individual Work Students answer the given
(5 minutes) task.
Directions: Match the
example of figurative
language with its literal
language.
(See attached worksheet)
Assignment Directions: Define the
(2 minutes) following: Students note their
assignment.
1. Phrase
2. Noun phrase
3. Verb phrase
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these 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?