Grade 1 to 12 DAILY School Butansapa NHS
LESSON LOG Teacher Josenia P. Constantino
Date/Time February 13, 2019 – Wednesday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
Grade Level 7
Subject English
Quarter 4
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
EN7LT-IV-d-2.2.2: Explain the literary devices used
Literary Device - Rhyme
Literary Selection - To The Man I Married
English for the 21st Century Skills pp. 326-328
Review: How do you make inference?
Vocabulary Words:
Get the meaning of the following underlines words through context
clues taken from the poem that you’ll be reading.
1. She provided the ballasts we needed during stressful life.
These helped us to balance to avoid stressful life.
2. We are devouring the world’s resources. All consume greedily
for their own benefits.
3. Her love for him was boundless. It has no limit, no boundary.
Love in literature has many facets.
Anais Nin on love states, “What is love but the acceptance of the other,
whatever he is.”
Shakespeare in Midsummer Night’s Dream, point out that “Love looks
not with the eyes, but with the mind.”

D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2 Literary Focus:
W.H. Auden, in his poem “Canzone” believes that “There must be
sorrow if there can be love.” Difficult as it may be to define, it surely
is one trait of humanity that persists throughout the ages.
In Angela Manalang-Gloria’s “To The Man I Married,” you will see how
love endures?
Background of the Author
Angela Manalang Gloria was a part of the first generation of female
students at the University of the Philippines. Initially, she enrolled in
law but later on transferred to the literature program. She was also
the literary editor of The Philippine Collegian.
Reading of the poem “To the Man I Married” by Angela Manalang-
Comprehension Questions:
1. Who is the persona in the poem?
2. How would you describe the persona?
3. What are some of the entities that the husband is ascribed to?
4. What are the images that are raised in the poem?
5. Why did the persona limit her love in the fourth stanza?
6. Why did the persona limit her love in the fourth stanza?
7. Describe the persona’s love for the addressee.
8. Who is the source of the persona’s love?
9. If you are to compare love to an object, what would it be and
why?
10. How do you think the husband will respond to the persona’s
expression of love?
What are some words that you use every day that rhyme?
Poetry is a compact form of literature. However, it exhausts language
to its fullest extent to deliver a plethora of images, meaning, and it
turn, multiple turn, multitudes of interpretations.
Rhyme scheme is the poet’s way of arranging lines in a poem to rhyme
with other lines or stanza. Achieving rhyme in poetry is not an easy
feat: this requires skill and great effort in the poet’s part.
To determine the rhyme scheme of a poem, the end word of each line
of the poem must be considered.
Example:
I think that I shall never see (a)
A poem lovely as a tree. (a)
A tree whose hungry mouth is pressed (b)
Against the earth’s sweet flowing breast; (b)
 Practice #2. Go over to the poem, determine the rhyme scheme.
F. Developing mastery Small Group Sharing:
(Leads to Formative 1. Describe the persona’s love for the addressee.
Assessment 3) 2. Who is the source of the persona’s love?
3. If you are to compare love to an object, what would it be and
why?
4. How do you think the husband will respond to the persona’s
expression of love?
G. Finding practical Group Work:
applications of concepts
and skills in daily living Group 1: Give the rhyme scheme of the poem. (See attached poem)
Group 2: Compose a 2 stanza and 4 line poem with rhyme on being
a student.
Group 3: Think of a song that has rhyme. Sing it in the class.
Group 4: Compose a 2 line and 6 stanza poem about love with
rhyme scheme.

H. Making generalizations I have learned that rhyme scheme is ______________________

and abstractions about the ____________________________________________________.
lesson
I. Evaluating Learning Read the poem and indicate the rhyme scheme.

Let me not to the marriage of true minds

Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:

O, no! it is an ever-fixed mark,

That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.

Love ’s not Time’s fool, though rosy lips and cheeks

Within his bending sickle’s compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.

If this be error, and upon me prov’d,

I never writ, nor no man ever lov’d.

Write the rhyme scheme ____________________________

Explain its importance in 1 or 2 sentences.

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTIONS
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 innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal 1

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time February 14, 2019 – Thursday Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.

C. Learning Competencies EN7LT-IV-d-2.2.2: Explain the literary devices used

II. CONTENT Literary Device – Rhyme

Literary Selection - To The Man I Married
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages English for the 21st Century Skills pp. 326-328
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Reading of the poem
or presenting the new
lesson
B. Establishing a purpose for
the lesson

C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts What are some words that you use every day that rhyme?
and practicing new skills #
2 Literary Focus:
 Poetry is a compact form of literature. However, it exhausts language
to its fullest extent to deliver a plethora of images, meaning, and it
turn, multiple turn, multitudes of interpretations.

Rhyme scheme is the poet’s way of arranging lines in a poem to rhyme

with other lines or stanza. Achieving rhyme in poetry is not an easy
feat: this requires skill and great effort in the poet’s part.

To determine the rhyme scheme of a poem, the end word of each line
of the poem must be considered.

Example:
I think that I shall never see (a)
A poem lovely as a tree. (a)

A tree whose hungry mouth is pressed (b)

Against the earth’s sweet flowing breast; (b)

F. Developing mastery Small Group Sharing:

(Leads to Formative 1. Describe the persona’s love for the addressee.
Assessment 3) 2. Who is the source of the persona’s love?
3. If you are to compare love to an object, what would it be and
why?
4. How do you think the husband will respond to the persona’s
expression of love?
G. Finding practical Group Work:
applications of concepts
and skills in daily living Group 1: Give the rhyme scheme of the poem. (See attached poem)
Group 2: Compose a 2 stanza and 4 line poem with rhyme. Decide
on the theme of the poem
Group 3: Compose and rap, emphasize the rhyme scheme used in
the rap.
Group 4: Compose a 2 stanza and 4 line poem about love with
rhyme scheme.

H. Making generalizations I have learned that rhyme scheme is ______________________

and abstractions about the ____________________________________________________.
lesson
I. Evaluating Learning Read the poem and indicate the rhyme scheme.

Let me not to the marriage of true minds

Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:

O, no! it is an ever-fixed mark,

That looks on tempests and is never shaken;
It is the star to every wandering bark,
 Whose worth’s unknown, although his height be taken.

Love ’s not Time’s fool, though rosy lips and cheeks

Within his bending sickle’s compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.

If this be error, and upon me prov’d,

I never writ, nor no man ever lov’d.

Write the rhyme scheme ____________________________

Explain its importance in 1 or 2 sentences.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTIONS
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 innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal 1

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time February 18, 2018 – Monday Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.

C. Learning Competencies EN7LT-IV-d-2.2.2: Explain the literary devices used

II. CONTENT Literary Device - Rhyme

Literary Selection - To The Man I Married
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages English for the 21st Century Skills pp. 326-328
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson

C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2
 F. Developing mastery
(Leads to Formative
Assessment 3)

G. Finding practical Group Work:

applications of concepts
and skills in daily living Group 1: Give the rhyme scheme of the poem. (See attached poem)
Group 2: Compose a 2 stanza and 4 line poem with rhyme. Decide
on the theme of the poem
Group 3: Compose and rap, emphasize the rhyme scheme used in
the rap.
Group 4: Compose a 2 stanza and 4 line poem about love with
rhyme scheme.

H. Making generalizations I have learned that rhyme scheme is ______________________

and abstractions about the ____________________________________________________.
lesson
I. Evaluating Learning Read the poem and indicate the rhyme scheme.

Let me not to the marriage of true minds

Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:

O, no! it is an ever-fixed mark,

That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.

Love ’s not Time’s fool, though rosy lips and cheeks

Within his bending sickle’s compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.

If this be error, and upon me prov’d,

I never writ, nor no man ever lov’d.

Write the rhyme scheme ____________________________

Explain its importance in 1 or 2 sentences.

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTIONS
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 innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Head Teacher III

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher Josenia P. Constantino
Date/Time February 19, 2019 – Tuesday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
(Leads to Formative
Assessment 3)
Butansapa NHS Grade Level 7
Subject English
Quarter 4
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
EN7RC-IV-e-2.10: Sequence/reorganize ideas or information
Reading Selection: The Love Story of Edric and Joy Mendoza
English for the 21st Century Skills pp. 326-328
Recall the different text type. Tell the students that they will be
reading a recount text type.
What graphic organizers do you when organizing information or
ideas?
Graphic organizer is a visual display that shows the relationship
between and among facts, ideas, and terms. It shows the structure
of ideas and concept.
In reading, graphic organizers can be used to organize information to
better understand a text.
There are different types of graphic organizers. (See attachment)
Read the selection then organize the information using the graphic
organizer. (See attachment)
Read the second part of the story of Edric and Joy
Use appropriate graphic organizer to organize information.
 G. Finding practical Go over to the love story of Edric and Joy. Use different graphic
applications of concepts organizer to sequence and organize important ideas and information.
and skills in daily living
H. Making generalizations What is the importance of using graphic organizer?
and abstractions about the
lesson
I. Evaluating Learning

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTIONS
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 innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected
JELLY L. SORE ______________________ ROWENA M. LOTO
EPS-English Public Schools District Supervisor Head Teacher III

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time February 21, 2019 –Thursday Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of: contemporary Philippine
literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues;
appropriate and polite oral language, stance, and behavior; and use
of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions;
using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.

C. Learning Competencies EN7RC-IV-e-2.10: Sequence/reorganize ideas or information

II. CONTENT Reading Selection: The Love Story of Edric and Joy Mendoza
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages English for the 21st Century Skills pp. 326-328
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery Read the second part of the story of Edric and Joy
(Leads to Formative Use appropriate graphic organizer to organize information.
Assessment 3)
 G. Finding practical Go over to the love story of Edric and Joy. Use different graphic
applications of concepts organizer to sequence and organize important ideas and information.
and skills in daily living
H. Making generalizations What is the importance of using graphic organizer?
and abstractions about the
lesson
I. Evaluating Learning Activity served as the evaluation for the day.
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTIONS
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 innovations or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal 1

Date_______________ Date_________________ Date______________