School:
Teacher:
Grade Level:
Learning Area:
Quarter:
Date Observed:
DAILY LESSON LOG
Digos City National High School
JEANY C. LAPEÑA
Grade 7
ENGLISH
Quarter 4 Week 2
May 09, 2023
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
CONTENT STANDARD
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.
PERFORMANCE STANDARD
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.
A. Learning Competencies/Objectives
(Write the LC code for each)
Employ a variety of strategies for effective
Interpersonal communication ( interview, dialog,
conversation) EN7OL-I-b1.14
Objective:
1. Employ a variety of strategies for effective Interpersonal
communication through a dialogue.
II – CONTENT
INTERPERSONAL COMMUNICATION –
DIALOGUE
III– LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Material from Learning
Resources (LR) Portal
B. Other learning Resources
Learning Package Grade 7 English
SLM
Power point Presentation, Laptop
IV. PROCEDURES
Review: ANAGRAM
A. FORMALITY
B. OBJECTIVITY
C. PRECISION
D. COMPLEXITY
E. ACCURACY
MOTIVATION:
The students will going to answer the following questions:
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

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Do you have siblings?
Do you always talk with your siblings?
Do you always fight with each other?
What do you usually do when you had misunderstanding with your siblings?
Have you heard a story of a siblings who hated each other?
ACTIVITY PROPER:
The teacher will let the students listen to an excerpt from the story Centipede by Rony V. Diaz.
The teacher will present a rubric on reading a dialogue, she will then present a dialogue related to the excerpt with
blanks to be filled by the students applying the rubric on how the dialogue should be done using the strategies for
effective interpersonal communication. The teacher will do the activity first.
Listening Text:
BIRYUK scampered off and my sister, Delia flung the stick at him. Then she turned
about and she saw me.
“Eddie, come here,” she commanded. I approached with apprehension. Slowly,
almost carefully, she reached over and twisted my ear.
“I don’t want to see that dog again in the house,” she said coldly. “That dog destroyed
my slippers again. I’ll tell Berto to kill that dog if I see it around again.” She clutched one
side of my face with her hot, moist hand and shoved me, roughly. I tumbled to the ground.
But I did not cry or protest. I had passed that phase. Now, every word and gesture she hurled
at me I caught and fed to my growing and restless hate.
https://www.sushidog.com/bpss/stories/centipede.htm
Who are the characters in the story?
What happened in the story?
Why did the author hate his sister?
What do you think is happening between the two siblings?
If you were Eddie, what will you do ?
Why do you think there is a misunderstanding between the two siblings?
What do we need to do to solve misunderstandings?
Delia: Eddiiee! Come here quickly!
Eddie: Why Ate? What is happening?
Delia: Get this dog out of here or else I will let Berto kill this!
Eddie: Please don’t do that. I am sorry for Biryuk’s behavior. I will get him now.
Delia: Do not let him near me again.
Eddie: Why ate? He just want to play with you?
Delia: No, I hate that dog.
Eddie: Why do hate Biryuk?
Delia: She destroyed my slippers again.
Eddie: I am sorry for that Ate. Can you just give him time to be close to you? He is not a bad dog
after all.
Delia: Well, if he will just behave, I might like him.
Eddie: Thank you Ate!
Rubrics:
Excellent
Good
Fair
5 pts
4 pts
3 pts
Needs
Improvement
Poor
1 pt
2 pts
Use of
Strategies for
Effective
Interpersonal
Communication
(Listening,
Empathy,
Positive
Attitude,
Supportive,
Equality)
Use of polite
and
appropriate
oral language
stance
The student
consistently uses
all strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student
uses all
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student r
uses at least 4-3
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student
consistently
only 2
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student did
not use any
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student
consistently
observes polite
and appropriate
language stance
all throughout
the dialogue.
The student
observes polite
and appropriate
language stance
all throughout
the dialogue.
The student
observes polite
and appropriate
language stance
3 times only in
the dialogue.
The student
observes polite
and appropriate
language stance
32times only in
the dialogue.
The student did
not observe
polite and
appropriate
language in the
dialogue.
Use of WH
questions
The students
uses more than 5
WH questions.
The students
uses at least 4
WH questions.
The students
The students
The students
uses only 3 WH uses only 2 WH did not uses
questions.
questions.
WH questions
Analysis
How was the activity for you?
What did you do to solve the misunderstanding?
Why did you respond to the dialogue in those ways?
Why it is important that we need to have those strategies when communicating?
What if you did not respond like it, what would happen?
Do you have any idea what skills are we developing in the dialogue?
Abstraction – Presentation of Concepts
Interpersonal communication skills are those which you will need every day in your life – be it
in your professional or your personal life. Interpersonal communication is defined as a level of communication
that involved communication between at least two persons.
Interacting with classmates, teachers, friends, family and other people needs interpersonal skills whether
it is done through a conversation, dialog or even conducting an interview.
Three basic phases of Interpersonal communication
• Establishing rapport
• maintaining interaction
• terminating the transaction
Characteristics of Effective Interpersonal Communication
• Open – Listen to all opinion of others.
• Empathy – learn to put yourself in other’s situation
• Positive – Look at the optimistic and happy side always
• Supportive – Aim to bring up, never drag down
• Equality – Be fair and learn to balance
Sample Tips on Opening Up and Becoming An Effective Communicator
• Feel good about yourself
• Become confident of your worth as a person.
• Develop a cheerful, good-humored, positive attitude.
• Be more observant of other and learn to discern
• Be genuinely interested in people
• Listen with empathy
• Be tactful and courteous at all times
Example 1:
Here is an example of a dialogue
Berto: “I didn’t expect to find any centipede here,” “It nearly bit me. Who wouldn’t get
shocked?” “This wood was here,” “Then I picked it up, like this. And this centipede was
coiled here. Right here. I nearly touched it with my hand. What do you think you would
feel?”
Eddie: “I could carry it dead,”.
Berto: “Yes,” I did not kill him because I knew you would like it.”
Eddie: “Yes, you’re right.”
Berto: “That’s bigger than the one you found last year, isn’t it?”
Eddie: “Yes, it’s very much bigger.”
APPLICATION:
1. QUIZ
1. It refers to the entire process and practice of exchanging ideas, information and
even emotional experiences that can be shared between people.
A. Interpersonal Communication
B. Intrapersonal Communication
C. Open Communication
D. Sign Language
2. Which of the following is not an example of interpersonal communication?
A. Conversation
B. Dialogue
C. Interview
D. Monologue
Read the dialogue of Julia and Alfredo in the story Dead Stars by Paz Marquez Benitez and answer
the questions that follow.
Julia: We live on Calle Luz, a little street with trees.”
Alfredo: “Could I find that?”
Julia: “If you don’t ask for Miss del Valle,” she smiled teasingly.
Alfredo: “I’ll inquire about–”
Julia: “What?”
Alfredo: “The house of the prettiest girl in the town.”
Julia: “There is where you will lose your way.” Then she turned serious. “Now, that is not
quite sincere.”
Alfredo: “It is,” he averred slowly, but emphatically.
Julia: “I thought you, at least, would not say such things.”
Alfredo: “Pretty–pretty–a foolish word! But there is none other more handy I did not mean
that quite–”
Julia: “Are you withdrawing the compliment?”
Alfredo: “Re-enforcing it, maybe. Something is pretty when it pleases the eye–it is more than
that when–”
Julia: “If it saddens?” she interrupted hastily.
Alfredo: “Exactly.”
3. How does Julia react on the compliment of Alfredo?
A. She happily accepts it.
B. She got angry and rejected it.
C. She accepts but hesitates if Alfredo means it.
D. She does not say a word.
4. If you were Julia, how would you respond to Alfredo’s compliment?
A. I will say “I already knew it”.
B. I will get angry and walk away.
C. I will accept it humbly and say thank you.
D. I will pretend I did not hear it and continue with the conversation.
5-8. Read and analyze each scenario and choose the best responses to the dialogue that
employs .a variety of effective strategies for effective communication
5. Your classmate talks to you about her problems about her family. What should you do?
A. Ignore her.
B. Tell her to talk to the teacher.
C. Listen carefully and show empathy.
D. Listen to her while looking something on your phone.
6. You and your friends were asked for an interview. What should you do to make the interview
successful?
A. Talk to your classmates while the interview is going on.
B. Stay silent and let your classmates answer all the questions.
C. Answer immediately after the interviewer ask the questions.
D. Listen to the questions carefully and wait for your turn to answer.
7. Someone asks for your advice on what to about her failing grades. What would you tell that
person?
A. Tell her about you getting high grades even if you did not study well.
B. Just say “Okay” and open another topic not related to what she said.
C. Tell her that he/she deserves it because she is lazy and not smart enough.
D. Tell her that she must have time to study and be serious in doing her class works.
8. Your mother told you that she doesn’t like you going out these days for your safety. What
should you tell her?
A. Agree and tell her that you understand her.
B. Ignore her and still go out with your friends.
C. Tell her that you can do whatever you want, and she can’t stop you.
D. Tell her that you are doing your best to be safe and beg her to allow you to go out.
Evaluation
Based on the given scenario from the story, choose one activity that you may find best to you.
My sister was enthroned in a large chair in the porch of the house. Her back was turned away from
the door; she sat facing the window She was embroidering a strip of white cloth. I went near, I
stood behind her chair. She was not aware of my presence. I unwrapped the centipede. I threw it
on her lap.
My sister shrieked and the strip of white sheet flew off like an unhanded hawk. She shot up from
her chair, turned around and she saw me but she collapsed again to her chair clutching her breast,
doubled up with pain The centipede had fallen to the floor.
“You did it,” she gasped. “You tried to kill me. You’ve health… life… you tried…” Her voice
dragged off into a pain-stricken moan.
I was engulfed by a sudden feeling of pity and guilt.
“But it’s dead!” I cried kneeling before her. “It’s dead! Look! Look!” I snatched up the centipede
and crushed its head between my fingers. “It’s dead!”
THIS ACTIVITY IS INTENDED FOR THE IP STUDENTS ONLY.
Make a dialogue showing ways on how you solve this kind of problem in the tribe you belong. Follow the given
rubrics in making your dialogue.
1st Activity : Make a dialogue showing how Eddie and her Sister must talk in order for them to solve their
misunderstanding. Emphasize how talking can help solve problems. employ a variety of strategies for effective
interpersonal communication Follow the rubrics given.
2nd Activity: Supply your responses in the dialogue given below and employ a variety of strategies for effective
interpersonal communication. Follow the rubrics given.
Eddie: ____________________________________________________
Delia: Do you think it’s a good prank? You almost killed me.
Eddie: But the centipede is dead. ____________________________?
Delia: Berto, it’s not a good joke. Dead or alive, it might have killed me.
Eddie:_______________________________________________________________.
Delia: Please get that out of my sight now and do not do it again.
Eddie: Yes ate. I am sorry again.
3rd Activity: Read the dialogue given below by following the rubric.
Eddie: I am sorry for doing that Ate.
Delia: Do you think it’s a good prank? You almost killed me.
Eddie: But the centipede is dead. Why are you so scared?
Delia: Berto, it’s not a good joke. Dead or alive, it might have killed me.
Eddie: Please forgive me. I am not thinking of what the consequences of my action would be.
Delia: Please get that out of my sight now and do not do it again.
Eddie: Yes ate. I am really sorry again.
Note: You may record yourself with a friend doing the dialogue or you can have your dialogue at home
and let your parent/guardian or anyone rate your performance using the rubric given.
Rubrics:
Excellent
Good
Fair
5 pts
4 pts
3 pts
Needs
Improvement
Poor
1 pt
2 pts
The student
consistently uses
all strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student
uses all
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student r
uses at least 4-3
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student
consistently
only 2
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
The student did
not use any
strategies for
effective
Interpersonal
Communication
all throughout
the dialogue.
Use of polite
and
appropriate
oral language
stance
The student
consistently
observes polite
and appropriate
language stance
all throughout
the dialogue.
The student
observes polite
and appropriate
language stance
all throughout
the dialogue.
The student
observes polite
and appropriate
language stance
3 times only in
the dialogue.
The student
observes polite
and appropriate
language stance
32times only in
the dialogue.
The student did
not observe
polite and
appropriate
language in the
dialogue.
Use of WH
questions
The students
uses more than 5
WH questions.
The students
uses at least 4
WH questions.
The students
The students
The students
uses only 3 WH uses only 2 WH did not uses
questions.
questions.
WH questions
Use of
Strategies for
Effective
Interpersonal
Communication
(Listening,
Empathy,
Positive
Attitude,
Supportive,
Equality)
Assignment :
Watch a sample of an interview through this link:
https://www.youtube.com/watch?v=d_rAonBRIlU
Prepared by:
JEANY C. LAPEÑA-SAQUIN
Teacher I
Checked by:
LEA GRACE R. BAQUERO
Master Teacher II
Noted by:
MARIA BASILIA G. FLORES
JENEVE P. NIEVES
Master Teacher I
Head Teacher VI