Republic of the Philippines
DEPARTMENT OF EDUCATION
NAME OF TEACHER:
DLL NUMBER:3.6
QUARTER: THIRD
I. OBJECTIVES:
A. CONTENT STANDARDS
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCY/IES
II. CONTENT:
III. LEARNING RESOURCES:
A. REFERENCES
Gonzales, Carolina T. et.al. Essential English 7 (Worktext), pp. 178-180
IV. PROCEDURES:
A. REVIEWING THE PREVIOUS
LESSON OR PRESENTING
THE NEW LESSON
B. ESTABLISHING A PURPOSE
FOR THE LESSON
C. PRESENTINGEXAMPLES/
INSTANCES OF THE NEW
LESSON
D. DISCUSSING NEW
CONCEPTS/SKILLS
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
DAILY LESSON LOG IN ENGLISH 7
GLICERIO ASINGUA LEARNING AREA : ENGLISH GRADE LEVEL:7
CLASS SCHEDULE:
DATE/DAY TIME SECTION
-Uphold one’s individuality and better understand other people through literature.
-Identify one’s unique identity.
-Share one’s personal experience regarding the theme of the given poem.
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a
tool to assert one’s identity; strategies in listening to and viewing of informative and short
narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence
connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and enriching written
and spoken communication using direct/reported speech, active/passive voice, simple past and
past perfect tenses and connectors correctly and appropriately.
EN7LT-III-c-5: Discover literature as a tool to assert one’s unique identity and to better understand
other people.
EN7LT-III-c-2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
Context: Like the Molave (Poem)
Skill Focus: Literature as Tool to Understand Other People
-Ask the class to respond the motive questions:
1. What is your favorite song or bed time story?
2. What have you understood from it?
-Connect the students’ responses to the song/story between today and the past.
-Present the objectives of the lesson to the class.
-Present six kinds of trees including the molave and ask which of them is known for their durability,
strength and flexibility.
-Present the poem Like the Molave (see Appendix A) then, ask why the speaker in the poem suggests
that Filipinos must be like the molave.
-Guide the class to think about the poem and ask them to share their ideas on the following questions:
1. Who is the speaker?To whom it is addressing to?
2. What does the speaker in the poem want the reader to know?
3. Why does the poet address his poem to Rizal?

E. DEVELOPING MASTERY
F. FINDING PRACTICAL
APPLICATIONS…
G. MAKING GENERALIZATIONS
AND ABSTRACTIONS
H. EVALUATING LEARNING
I. ADDITIONAL ACTIVITIES FOR
APPLICATION/REMEDIATION
V. REMARKS:
V. REFLECTION:
4. Why does the poem suggest that we Filipinos be like the molave?
5. Will the molave attitude make our country a better place to live in?
-Guide the class to share their thoughts and insights on what they have understood and how the poem
upholds the unique quality of a person and how it helps to understand other people as well.
-Ask:
“Which element of the poem helps you in determining its theme? How did it help you out?”
-Guide the class to respond the motive questions:
1. Does the poem express personal feelings? What are those feelings?
2. Does the poem can be set to music? What modern music can you use as background for the poem?
-Ask: How does the poem can be useful tool to understand other people?
-In ½ crosswise, write your response in a paragraph to the question How does the poem ‘Like the
Molave’ relate to the Filipinos?’
-Guide the class to connect their experiences to the poem and choose any part of it that they can
relate to their own experiences. Ask them to explain it.