School EASTERN PORAC NATIONAL HIGH SCHOOL Grade Level 7

Teacher PATRICIA ANNE D. COSME Learning Area ENGLISH

Teaching Dates and Time November 21-25, 2022 Quarter SECOND
DAILY LESSON LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 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 and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
At the end of the discussion, the learners should be able to:
1. answer questions of content, key ideas, details and opinions
2. show effective, active listener behavior
3. listen effectively
4. note down the gist of the text
5. predict the outcome of the listening text
6. follow instruction
A. Content Standard The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
B. Performance Standard The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal
and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
C. Learning EN7LC-II-a-6: Use listening EN7LC-II-a-6: Use listening strategies EN7LC-II-a-6: Use listening EN7LC-II-a-6: Use
Competency/Objectives strategies based on purpose, based on purpose, familiarity with the strategies based on purpose, familiarity listening strategies based on
Write the LC code for each. familiarity with the topic and topic and levels of difficulty of short texts with the topic and levels of difficulty purpose, familiarity with the
levels of difficulty of short texts listened to of short texts listened to topic and levels of difficulty
listened to EN7LC-II-a-6.1: Extract information EN7LC-II-a-6.1: Extract information of short texts listened to
EN7LC-II-a-6.1: Extract from the text listened to from the text listened to EN7LC-II-a-6.1: Extract
information from the text listened information from the text
to listened to
III. CONTENT 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.
Listening Strategies Used in Listening Strategies Used in Short Stories Listening Strategies Used in Short Listening Strategies Used in
Short Stories Stories Short Stories
V. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
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 4. Additional Materials from Quarter 2 – Module 1: Use Quarter 2 – Module 1: Use Listening Quarter 2 – Module 1: Use Listening Quarter 2 – Module 1: Use
Learning Resource Listening Strategies Based on Strategies Based on Purpose, Familiarity Strategies Based on Purpose, Listening Strategies Based
(LR)portal Purpose, Familiarity with the with the Topic and Levels of Difficulty of Familiarity with the Topic and Levels on Purpose, Familiarity with
Topic and Levels of Difficulty of Short Texts Listened to of Difficulty of Short Texts Listened to the Topic and Levels of
Short Texts Listened to Difficulty of Short Texts
Listened to
B. Other Learning Resource
VI. PROCEDURES
A. Reviewing previous lesson or  Presentation of the word and  Presentation of the word and  Presentation of the word and  Presentation of the
presenting the new lesson expression of the day expression of the day expression of the day word and expression of
 Classroom reminders  Classroom reminders  Classroom reminders the day
 Reading drills (Grouped,  Reading drills (Grouped,  Reading drills (Grouped,  Classroom reminders
Sequential, and Individual) Sequential, and Individual) Sequential, and Individual)  Reading drills
 Review of previously discussed  Review of previously discussed  Review of previously (Grouped, Sequential,
lesson through pre-test. lesson and concepts through a quiz discussed lesson through and Individual)
bee. guided questions.  Review of previously
discussed lesson
Motivation: Motivation: Motivation: through guided
Task 1. Draw it! Quiz Bee Viewing Activity questions.
This requires learners to work  The class will be divided into Watch a video that displays various
individually. The teacher will groups and students are tasked to effective listening strategies.
give instructions and learners are answer the questions presented.
to draw the symbols based on the  Each group will be provided
instructions listened to. answering materials.
 Group representative is assigned to
The goal of this activity is to test raise the group’s answer.
learners’ ability to listen and
comprehend instructions.

B. Establishing a purpose for the

lesson Processing Questions: Processing Questions:
Processing questions:
1. What specific medium or 1. Based on the review activity, state
 What seems to be the problem
method did you use to draw the the again the difference between
encountered in the video?
symbol? hearing and listening.
2. In which aspect do you think 2. How is listening important?  Do you think the problem
you fell short in successfully could have been avoided?
accomplishing the activity? Why or why not?
3. In which aspect did you excel  How did they resolve the
in successfully accomplishing the problem?
activity?  What lesson can be taken from
4. How did listening help in your the video presented?

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 task?  How important listening is
5. Taking into consideration the based on the video watched?
previous activity, how do you Cite some instances in the
define listening? video to establish your claim.
6. What do you think is the
difference between listening and
hearing?

C. Presenting  What makes an effective Activity 5: COMPLETE

examples/Instances of the Task: Wear that hat! Video Presentation listening strategies? ME.
new lesson Learners are task to put
themselves in the context of the Content: The video contains various Directions:
following: listening context which emphasizes the 1. The Ten Steps on How to
common barrier that affects effective Develop Effective Listening
1. as a family member of the listening. will be read.
patient, you are going to listen 2. Listen carefully.
and note the doctor’s instruction Processing Questions: 3. Complete each sentence
and prescription 1. What seems to be the problem in Column A by choosing an
2. Your mother is away from between the characters conversing appropriate word/phrase in
home and assigned you to cook in the video? Column B. Use a separate
Adobo for your siblings. Your 2. What are the reasons you can sheet for your answers.
mother called via phone call to conclude on why the characters
give you the instructions on how were not able to understand each
to cook the dish. other?
3. If you are in the shoe of either the
Based on the given situations character in the video, what could
above, learners will answer the you have done to compromise?
following questions: 4. Assess your own listening skill,
1. How important is attentive and which area you feel like the need
active listening is in the given to improve?
situations?
2. What are the
repercussions/consequences of
failing to listen to the information
properly?

D. Discussing new concepts and How significant is listening in Discuss the difference between active and Discuss the five key listening Activity 6: TELL ME THE
practicing new skills # 1 establishing effective passive listening through a video. strategies. STORY.
communication?

PASSIVE LISTENING: Directions:

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 Processing Questions: Fill in the “performance
1. Which of the following type of checklist for listening
listening is considered as hearing comprehension” while
based on the video you have listening to a short passage
watched? (BIG SISTER) by Consorcio
2. Is there comprehension or Borjeto to be read thrice for
understanding present in passive you. Copy and answer the
listening? chart in a separate paper.
3. Which contexts/situations do
passive listening is applicable?
Support your answer.

E. Discussing new concepts and Discussion of the answers Discuss the difference between active and
practicing new skills # 2 presented. passive listening through a video.

PASSIVE LISTENING:
Processing Questions:
1. Which is of the following type of
hearing aims for effective
communication?
2. What are the manifestations of
active listening based on the video
you have watched?
3. Does active listening contribute to
effective communication?
4. Which contexts/situations do
active listening is best to use?
Support your answer.
5.
F. Developing mastery
(leads to Formative I. True or False. Write True if the Activity 4: WHAT CAN I SAY?
Assessment 3) statement is correct, and False if it is Directions: Share your learnings by
wrong. discussing your ideas on the following
____ 1. Hearing and listening are the same questions
thing. A. Why do you think some
____ 2. If someone does not agree, he/she students do not listen in class?
is not listening. In your own words, wrap it up
____ 3. Asking questions improves in 5 sentences.
listening effectiveness. B. What particular value is
____ 4. The person speaking is responsible displayed when listening takes
for making sure his/her message is place? Give only one and
understood. elaborate.
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 ____ 5. People with higher IQs are better
listeners.
G. Finding practical application Actual Listening Activity:
of concepts and skills in daily
living Activity1: TELL ME!
Directions: Listen carefully to the passage.
Write down important details and answer
the questions below in complete sentences.

H. Making generalizations and  Effective listening is the key in

abstractions about the lesson understanding and achieving
effective communication. It is
important to know the process
of listening and the barriers
that makes listening and
comprehension unsuccessful.
I. Evaluating learning
I. True or False. Write True if the
statement is correct, and False if it is
wrong.
____ 1. Hearing and listening
are the same thing.
____ 2. If someone does not
agree, he/she is not listening.
____ 3. Asking questions
improves listening
effectiveness.
____ 4. The person speaking is
responsible for making sure
his/her message is understood.
____ 5. People with higher IQs
are better listeners.
II. MULTIPLE CHOICE. Choose
the letter of the correct answer.
____ 6. Listening is poor when
A. we do not expend the effort.
B. we experience message overload.
C. we experience psychological noise.
D. All of these are correct.
____ 7. Which is true?
A. Listening and hearing are

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 remarkably similar.
B. It is possible to hear without
listening.
C. Listening is physical; hearing is
psychological.
D. It is possible to listen without
hearing.
____ 8. The stages of listening include
all BUT
A. attending.
B. understanding.
C. responding.
D. activating.
____ 9. When listening for
information, it is wise to
A. make some quick judgments about
the speaker, so you are not misled.
B. tie the message and speaker
together in your mind.
C. be opportunistic by learning what
you can from this speaker, even if
you learn what not to do.
D. listen for details rather than the
main ideas.
____ 10. Research cited in your text
shows listening to be a significant
factor in
maintaining
A. marital relationships.
B. family relationships.
C. career success.
D. All of these are correct

J. Additional activities for Activity 7: KNOW ME!

application or remediation Directions: You will hear an
interview between the
respondent (applicant) and
the interviewer (manager).
Note the detailed answers of
the respondent and fill out
the bio-data below.
VII. REMARKS
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 VIII. REFLECTION 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 instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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?

Prepared by: Checked by: Noted by:

PATRICIA ANNE D. COSME KATHLENE KAYE C. ALVARADO, Ph.D. ROSELYN M. TUBLE, Ed.D
English Teacher Principal IV

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