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DLL For COT - GRADE 7

This document is a daily lesson log for an English class on Philippine literature during the pre-colonial period. The objectives are to understand different literary forms during this time period, describe the various genres, and appreciate the connection to the country's past. The lesson content focuses on proverbs. Learning activities include arranging words and pictures into diagrams, explaining outputs to other groups, and completing statements about literary forms. The teacher reflects on the lesson and students' progress to identify ways to further help their learning.

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Zhan Duhac

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100% found this document useful (1 vote)

901 views55 pages

DLL For COT - GRADE 7

Uploaded by

Zhan Duhac

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 55

School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7

Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7

DAILY LESSON LOG Teaching Date/ Time JUNE 17, 2019 Quarter 1ST Quarter

I. OBJECTIVE
The learner demonstrates understanding of: pre-colonial Philippine literature as
a means of connecting to the past; various reading styles; ways of determining word
A. CONTENT STANDARD meaning; the sounds of English and the prosodic features of speech; and correct subject-
verb agreement.

The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in conversations
B. PERFORMANCE STANDARD using appropriate context-dependent expressions; producing English sounds correctly and using
the prosodic features of speech effectively in various situations; and observing correct subject-
verb agreement.
EN7LT-Ia-1: Discover literature as a means of connecting to a significant past
EN7LT-Ia-2: Describe the different literary genres during the pre-colonial period
Objectives:
C. LEARNING COMPETENCY/OBJECTIVES 1. Understand different literary forms during pre-colonial period
Write the LC code for each 2. Describe the different literary genres during the pre-colonial period
3. Appreciate the connection with Philippine‘s rich past through the different literary
forms
II. CONTENT Philippine Literature during Pre-Colonial Period
III. LEARNING RESOURCES
A. REFERENCES
K to 12 Curriculum Guide (May 2016), p. 148
1. TEACHER’S GUIDE pages
1. print out example pictures of literary forms
2. LEARNER’S MATERIALS
2. ¼ manila papers
3. TEXTBOOK pages
Pre-Colonial Philippine Literature, Retrieved from
3. Additional Materials from Learning Resource (LR)
http://philfolks.blogspot.com/p/pre-colonial-philippine-literature.html
portal
Ramallosa, G. (2000). The Literatures of the Philippines. Lucena City:
B. OTHER LEARNING RESOURCES
Enverga University Press, Inc.
IV. PROCEDURE

Reviewing previous lesson or presenting new lesson

A. PRELIMINARIES Recall text in previous lesson
For the next activity, you will be grouped into five with the following roles:
Facilitator, recorder, time keeper, reporter/s, materials manager

Arrange and Fill it!

B. ACTIVITY Directions: You will be given set of words and pictures to arrange into a diagram provided
below:

Task 2: Let’s Explain!

Your group‘s reporter/s will present your output with emphasis on the placement of the
C. ANALYSIS
pictures given. While listening to the reports, try to compare your output from the other
groups‘ outputs.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Complete Me!
E. APPLICATION
Directions: Complete the statement below.

Task 4: Add Some More!

F. EVALUATING LEARNING Directions: With the description given on different literary forms, share other examples
you know.

V. REMARKS

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
VI. REFLECTION
help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR
SST – I School Head

\
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 18, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

1. Understand the unique features of proverbs, myths, and legends

C. LEARNING COMPETENCY/OBJECTIVES 2. Discuss the features of proverbs, their intended purpose, and the setting during
Write the LC code for each which they were produced
3. Express appreciation of different proverbs as source of wisdom and values during
certain situations
II. CONTENT Proverbs
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May 2016), p. 148
1. TEACHER’S GUIDE pages
2. Teaching Guide (First Quarter), pp. 5-6
1. Proverbs on strips of paper
2. LEARNER’S MATERIALS 2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible)
3. TEXTBOOK pages 1. Learning Package (First Quarter), pp. 3-4
3. Additional Materials from Learning Resource (LR) 1. Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
portal Navotas: Navotas Press.
1. Proverbs Project Rubric, Retrieved from
B. OTHER LEARNING RESOURCES
https://www.rcampus.com/rubricshowc.cfm?code=SB4253&sp=yes&
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
Task 1: Form It!
B. ACTIVITY
Directions: Each group will be given a jumbled proverb in cut-out strips of paper
and form it for 1 minute.

True or False?
C. ANALYSIS Directions: On your paper, write T if the statement is true according to what you know and
F if it is false. Be ready to explain and exchange ideas with a partner

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Visual Thesaurus

Directions: Explore your awareness of a thesaurus as a helpful tool in learning synonyms
E. APPLICATION and antonyms. Give the synonyms of the word ―proverb‖ by forming the jumbled letters
below.

Task 4: Jigsaw Group - Classification of Proverbs

Directions: Your group will be given a handout on proverbs categorized by the following
F. EVALUATING LEARNING
values:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 19, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
Understand the unique features of proverbs, myths, and legends
Discuss the features of proverbs, their intended purpose, and the setting during
C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each which they were produced
Express appreciation of different proverbs as source of wisdom and values during
certain situations
II. CONTENT Proverbs
III. LEARNING RESOURCES
A. REFERENCES
K to 12 Curriculum Guide (May 2016), p. 148
1. TEACHER’S GUIDE pages
Teaching Guide (First Quarter), pp. 5-6
Proverbs on strips of paper
2. LEARNER’S MATERIALS Handout of ―Classification of Proverbs‖
Wi-Fi Modem for Internet Connection (if possible)
3. TEXTBOOK pages Learning Package (First Quarter), pp. 3-4
3. Additional Materials from Learning Resource (LR) Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach. Navotas:
portal Navotas Press.
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:

1. Understand the unique features of proverbs, myths, and legends

2. Discuss the features of proverbs, their intended purpose, and the setting during
B. OTHER LEARNING RESOURCES
which they were produced
3. Express appreciation of different proverbs as source of wisdom and values during
certain situations
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

 Jigsaw Group - Classification of Proverbs

Each group member will be an ―expert‖ who is responsible for learning his/her assigned
B. ACTIVITY ‗Values‘. Members go and talk with ―experts‖ of other groups with the same topic. After
meeting with members of other groups, the ―experts‖ return to their own groups and
present their learnings/findings. The process can be explained further through the picture
below:
Task 5: Reflect!
C. ANALYSIS
Directions: The students will reflect on the statement below.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 6: Wisdom to Share!

E. APPLICATION
Directions: Create your own proverb based on your chosen values from the classification above

Task 7: “Proverb to Re’meme’ber”

Directions: Using the proverb you created, make your own ‗meme‘ and post it in your
F. EVALUATING LEARNING
group in EDMODO (educational social networking site). Other details about the task will be
posted on the website.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 20, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

EN7V-I-a-22.1: Distinguish features of colloquial language (fillers, contractions, etc.) and

C. LEARNING COMPETENCY/OBJECTIVES slang
Write the LC code for each Objectives:
1. Distinguish between slang and colloquial expressions in conversation
2. Distinguish features of colloquial language (fillers, contractions, etc.) and slang
3. Practice colloquial expressions through an impromptu dialogue
II. CONTENT Slang and Colloquial Expressions
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum G (May, 2016), p. 148
1. TEACHER’S GUIDE pages
2. Teaching Guide (First Quarter), pp. 14
Visual Aids
2. LEARNER’S MATERIALS
Visual aid
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
1. Learning Module (First Quarter), pp. 35-36
portal
B. OTHER LEARNING RESOURCES 1. Colloquial English, Retrieved from http://www.linguahouse.com/
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Text Speak!

Directions: Acronyms are combination of letters and numbers that stand for
B. ACTIVITY
certain words or phrases. They are often used in instant messages, informal
emails, and text messages. Which of the common acronyms below do you
know?

Task 2: We Slang!
C. ANALYSIS Directions: With a partner, study the Tagalog slangs below. Writethe
meaning, then be ready to give an example scenario in using it.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Pair Up!

E. APPLICATION Directions: Study the examples below and give three more pairs to complete
the table. You may use a dictionary for this task.

Task 4: Talk Now!

Directions: With a partner, make a list of the different people (or types of
F. EVALUATING LEARNING
people) you interact with regularly. Describe how you normally talk to those
people.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 21, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

EN7V-I-a-22: Distinguish between slang and colloquial expressions in conversations

EN7V-I-a-22.1: Distinguish features of colloquial language (fillers, contractions, etc.) and

C. LEARNING COMPETENCY/OBJECTIVES slang
Write the LC code for each Objectives:
1. Distinguish between slang and colloquial expressions in conversation
2. Distinguish features of colloquial language (fillers, contractions, etc.) and slang
3. Practice colloquial expressions through an impromptu dialogue
II. CONTENT Slang and Colloquial Expressions
III. LEARNING RESOURCES
A. REFERENCES
3. K to 12 Curriculum G (May, 2016), p. 148
1. TEACHER’S GUIDE pages
4. Teaching Guide (First Quarter), pp. 14
Visual Aids
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
2. Learning Module (First Quarter), pp. 35-36
portal
B. OTHER LEARNING RESOURCES 2. Colloquial English, Retrieved from http://www.linguahouse.com/
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 5: Impromptu Dialogue Game

You will be separated into groups. The teacher will bring out the paper bag filled with
B. ACTIVITY
paper slips from the Scenario Worksheet.

Each group will pick a slip of paper from the bag and read the scenario out loud. You will

C. ANALYSIS be given20 seconds to create a short dialogue between two or more students using
Tagalog slang and colloquial expressions to fit the scenario.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

E. APPLICATION Word Game

F. EVALUATING LEARNING Quiz

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 24, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

1. Distinguish vowel and consonant sounds

2. Observe the correct production of vowel and consonant sounds
3. Enhance production of critical vowel and consonant sounds through drills
II. CONTENT Critical Vowel and Consonant Sounds: [s], [I], [i], and [ʃ]
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum G (May, 2016), p. 14
1. TEACHER’S GUIDE pages
2. Teaching Guide, pp. 14
1. Audio inputs
2. LEARNER’S MATERIALS
2. Worksheets
3. TEXTBOOK pages Learning Module, pp. 12-14
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Twist It!

B. ACTIVITY
Directions: A tongue twister will be posted on the board. Practice it with a partner,
and then be ready to read it aloud.

L1 Please! (Pampilipit Dila)

C. ANALYSIS Directions: Try to think of any tongue twisters in Filipino. Have a go at saying them
yourself.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Read it Aloud!

E. APPLICATION Directions: You will be assigned to each paragraph of the short article. Some
volunteers will read it aloud while some of you will follow the reading quietly.

Task 4: Listen Well!

F. EVALUATING LEARNING Directions: Identify sounds that you found difficult to produce. Write the words on
the board

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 25, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7 F-I-a-3.11: Observe the correct production of vowel and consonant
sounds, diphthongs, blends, glides, etc.
EN7 F-I-a-3.11.1: Read worlds, phrases, clauses, sentences and paragraphs
using the correct production of vowel and consonant sounds, diphthongs,
C. LEARNING COMPETENCY/OBJECTIVES blends and glides
Write the LC code for each Objectives:
1. Distinguish vowel and consonant sounds
2. Observe the correct production of vowel and consonant sounds
3. Enhance production of critical vowel and consonant sounds through
drills
II. CONTENT Critical Vowel and Consonant Sounds: [s], [I], [i], and [ʃ]
III. LEARNING RESOURCES
A. REFERENCES
K to 12 Curriculum G (May, 2016), p. 14
1. TEACHER’S GUIDE pages
Teaching Guide, pp. 14
Audio inputs
2. LEARNER’S MATERIALS
Worksheets
3. TEXTBOOK pages Learning Module, pp. 12-14
EN7 F-I-a-3.11: Observe the correct production of vowel and consonant
sounds, diphthongs, blends, glides, etc.
EN7 F-I-a-3.11.1: Read worlds, phrases, clauses, sentences and paragraphs
using the correct production of vowel and consonant sounds, diphthongs,
3. Additional Materials from Learning Resource (LR) blends and glides
portal Objectives:

1. Distinguish vowel and consonant sounds

2. Observe the correct production of vowel and consonant sounds
3. Enhance production of critical vowel and consonant sounds through
drills
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

 Directions: A tongue twister will be posted on the board. Practice it with a partner, and then
B. ACTIVITY
be ready to read it aloud.

Task 5: Know the Sound!

C. ANALYSIS Directions: You will categorize the listed words according to the
following critical vowel and consonant sounds.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 6: Loud & Clear!

E. APPLICATION Directions: Enhance your pronunciation of a few critical vowel and consonant
sounds based on some parts of the article. You will be guided by your teacher.

Fill it!
F. EVALUATING LEARNING Directions: Fill in each blank with the word that will make each
sentence correct. Then, read the following sentences aloud.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 26, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
1. TEACHER’S GUIDE pages
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS GPTA AND CLASSROOM MEETING

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 27, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

Task 1: SP Matching Game!

Directions: Your will be given strips of paper. Each of you will

B. ACTIVITY
read her/his assigned fragment and find her/his partner to form
a sentence. Below are the sample sentences.

Task 2: Examine a Paragraph!

C. ANALYSIS
Directions: With a partner, discuss if the sentences in the paragraph
below were written correctly.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)
Task 3: Let’s Discuss!

Directions: Look at the other version of the paragraph which

E. APPLICATION shows grammatically correct sentences. Share to the class your
observations on the paragraph, with particular focus on the subjects
and verbs of the sentences

Task 4: Sum it up!

Directions: Make generalizations concerning the following rules
F. EVALUATING LEARNING
concerning subject-verb agreement:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JUNE 28, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

Task 1: SP Matching Game!

Directions: Your will be given strips of paper. Each of you will

B. ACTIVITY
read her/his assigned fragment and find her/his partner to form
a sentence. Below are the sample sentences.

Task 2: Examine a Paragraph!

C. ANALYSIS
Directions: With a partner, discuss if the sentences in the paragraph
below were written correctly.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 5: Are You Sure?

Directions: Study each sentence below. If Alunsina, a student,
E. APPLICATION
said it is grammatical and you are sure it is true, write ―correct‖.
If he said it is ungrammatical and it is indeed true, rewrite the sentence.

Task 6: Sentence Writing

Directions: Using the information from the chart below, write two
F. EVALUATING LEARNING
sentences that observe the subject-verb agreement rule for each
of the cases listed.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 1, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

EN7LT-Ib-2.2: Explain how the elements specific to a genre

contribute to the theme of a particular literary selection
EN7LT-Ic-2.2.1: Express appreciation for sensory images used
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 1. Identify the features of creation myths
2. Explain how specific elements of creation myths contribute to
its theme
3. Illustrate ideas that highlights interesting certain part of a story
4. Appreciate sensory images used in the selection through different
tasks
II. CONTENT The Origin of This World (Maranao Version)
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May 2016), p. 149
1. TEACHER’S GUIDE pages
2. Teaching Guide (First Quarter), pp. 14-15
1. Worksheets for graphic organizers
2. LEARNER’S MATERIALS
2. Copies of ‗Multiple Intelligences Task‘ Rubrics
3. TEXTBOOK pages 1. Learning Package (First Quarter), pp. 14-16
3. Additional Materials from Learning Resource (LR)
portal
1. Myths Brainstorming Machine, Retrieved from
B. OTHER LEARNING RESOURCES http://teacher.scholastic.com/writewit/mff/mythm
achine.htm
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Sharing Time!

Directions: With your partner, discuss some of your answers to the posted
B. ACTIVITY questions and exchange ideas to find out how similar or different your concepts
are.

Task 2: Word Webs

C. ANALYSIS Directions: In triad, you will accomplish the task in soliciting possible words you
could associate with the following:

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Locate, Reflect & Evaluate!

E. APPLICATION
You will accomplish the worksheet by pair.

Task 4: Reflect!
F. EVALUATING LEARNING
Directions: You will reflect on the following series of questions:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 2, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

EN7LT-Ib-2.2: Explain how the elements specific to a genre

contribute to the theme of a particular literary selection
EN7LT-Ic-2.2.1: Express appreciation for sensory images used
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 5. Identify the features of creation myths
6. Explain how specific elements of creation myths contribute to
its theme
7. Illustrate ideas that highlights interesting certain part of a story
8. Appreciate sensory images used in the selection through different
tasks
II. CONTENT The Origin of This World (Maranao Version)
III. LEARNING RESOURCES
A. REFERENCES
3. K to 12 Curriculum Guide (May 2016), p. 149
1. TEACHER’S GUIDE pages
4. Teaching Guide (First Quarter), pp. 14-15
1. Worksheets for graphic organizers
2. LEARNER’S MATERIALS
2. Copies of ‗Multiple Intelligences Task‘ Rubrics
3. TEXTBOOK pages 2. Learning Package (First Quarter), pp. 14-16
3. Additional Materials from Learning Resource (LR)
portal
2. Myths Brainstorming Machine, Retrieved from
B. OTHER LEARNING RESOURCES http://teacher.scholastic.com/writewit/mff/mythm
achine.htm
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 5: M.I. Time!

B. ACTIVITY With your Multiple Intelligence group, you will accomplish the given task cards
below:

Art Smart: Show it!

C. ANALYSIS In a white cartolina, illustrate and color the puzzling, interesting, intriguing, or
strange part that they found in the story. Then, explain your illustration

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Word Smart: Imagine a Creation Myth!

The students will imagine that they are part of a tribe that has a myth to
explain where the world came from:
- What part of the world do you live in?
E. APPLICATION
- What is the environment like?
- What is the name of your tribe or group?
- What kind of gods or God do you have?
- What is your culture like?

Directions: Based on the selection, determine whether each statement is true (T) or
F. EVALUATING LEARNING
false (F).

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 3, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7V-I-c-10.2: Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 1. Identify and explain the meanings of common idioms
2. Express the meaning of idioms through sentences
3. Use appropriate idiomatic expressions in communicative situations
II. CONTENT Idiomatic Expressions
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum G (May, 2016), p. 148
1. TEACHER’S GUIDE pages 2. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7.
Philippines: Jemma, Inc.
1. Worksheets
2. LEARNER’S MATERIALS
2. Copies of ―Book of Idioms‖ Rubric
3. TEXTBOOK pages
1. Alcober, E. A. et.al. (2000). English Arts I. Quezon City: JTW
3. Additional Materials from Learning Resource (LR) Corporations.
portal 2. Carbonell, V. L. & Ribo, L. M. (2013). Language in Literature 7.
Quezon City: Vibal Publishing House, Inc.
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

 Task 1: L1 Idiom!
B. ACTIVITY Directions: Every language and culture has its own set of idioms, and the
Filipinos have their own as well. Look at the example Filipino idiom below and
try to give its literal English translation.

Task 2: Idioms in Conversations!

C. ANALYSIS Directions: Study the following lines below. Then, be ready to answer the
questions.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Pinoy Idioms!

E. APPLICATION Directions: Idioms also display the culture of a certain group of people. In the
list below, give the meaning of the popular Filipino idioms.

Task 4: Short Skit!

Directions: Create a skit that demonstrates how a misinterpreted idiom could
F. EVALUATING LEARNING
cause some pretty funny or disastrous results. For example, a doctor in an
operating room asking for "a hand"?

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 4, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7V-I-c-10.2: Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 4. Identify and explain the meanings of common idioms
5. Express the meaning of idioms through sentences
6. Use appropriate idiomatic expressions in communicative situations
II. CONTENT Idiomatic Expressions
III. LEARNING RESOURCES
A. REFERENCES
3. K to 12 Curriculum G (May, 2016), p. 148
1. TEACHER’S GUIDE pages 4. Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7.
Philippines: Jemma, Inc.
3. Worksheets
2. LEARNER’S MATERIALS
4. Copies of ―Book of Idioms‖ Rubric
3. TEXTBOOK pages
3. Alcober, E. A. et.al. (2000). English Arts I. Quezon City: JTW
3. Additional Materials from Learning Resource (LR) Corporations.
portal 4. Carbonell, V. L. & Ribo, L. M. (2013). Language in Literature 7.
Quezon City: Vibal Publishing House, Inc.
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

Reviewing previous lesson or presenting new lesson

A. PRELIMINARIES Recall text in previous lesson

 Task 1: L1 Idiom!

B. ACTIVITY Directions: Every language and culture has its own set of idioms,
and the Filipinos have their own as well. Look at the example
Filipino idiom below and try to give its literal English translation.

Task 2: Idioms in Conversations!

C. ANALYSIS
Directions: Study the following lines below. Then, be ready to answer the
questions.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 5: Switch it!

E. APPLICATION
Directions: Replace each italicized idiom with its meaning. Choose your
answers from the box.

F. EVALUATING LEARNING Task 6: The Book of Idioms!

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 5, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LC-I-d-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation,
juncture, and rate of speech
EN7OL-Id-1.14.3: Use the correct stress (primary, secondary, tertiary and weak) when reading passages
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when reading passages
3. Enhance understanding of stress through speaking exercises
II. CONTENT Stress
1. K to 12 Curriculum G (May, 2016), p. 148
III. LEARNING RESOURCES
2. Learner‘s Material (1st) p. 21
1. Worksheets
A. REFERENCES
2. Audio Inputs
1. TEACHER’S GUIDE pages
Yes, Yes, Yes! How to Teach Stress, Retrieved from
2. LEARNER’S MATERIALS http://busyteacher.org/6213-how-to-teach-
sentence-stress.html
1. K to 12 Curriculum G (May, 2016), p. 148
3. TEXTBOOK pages
2. Learner‘s Material (1st) p. 21
3. Additional Materials from Learning Resource (LR) 1. Worksheets
portal 2. Audio Inputs
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Shift the Meaning!

B. ACTIVITY
Directions: You will be assigned to read the sentence below

Task 2: Stressing!
C. ANALYSIS
Directions: Try pronouncing the following words with a correct stress.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Word Stress!

E. APPLICATION Directions: Listen to ―Allen‘s Announcement‖ then underline the part of the
word (the syllable) that is stressed in each word you hear.

Task 4: With Feelings!

F. EVALUATING LEARNING Directions: Enhance your understanding of stress by doing the following
exercises with your teacher and classmates.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 8, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

EN7LC-I-d-5.1: Listen for important points signaled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech
EN7OL-Id-1.14.3: Use the correct stress (primary, secondary, tertiary and weak) when
reading passages
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
1. Identify the changes in meaning of words as the stress changes
2. Use the proper stress (primary, secondary, tertiary and weak) when reading
passages
3. Enhance understanding of stress through speaking exercises

II. CONTENT Stress

III. LEARNING RESOURCES
1. K to 12 Curriculum G (May, 2016), p. 148
A. REFERENCES
2. Learner‘s Material (1st) p. 21
1. Worksheets
1. TEACHER’S GUIDE pages
2. Audio Inputs
2. LEARNER’S MATERIALS
Yes, Yes, Yes! How to Teach Stress, Retrieved from
3. TEXTBOOK pages http://busyteacher.org/6213-how-to-teach-
sentence-stress.html
3. Additional Materials from Learning Resource (LR) 1. K to 12 Curriculum G (May, 2016), p. 148
portal 2. Learner‘s Material (1st) p. 21
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

Use the right stress to distinguish the following heteronyms or

A. PRELIMINARIES words with the same spelling but with different pronunciations.
Apply the right stress on the syllable written in capital letters.

B. ACTIVITY Use the right stress to pronounce the following two- and three-syllable words.

C. ANALYSIS The teacher will discuss the topic further. (LECTURE PROPER)

Directions: Complete the following exercise in pairs. Then, add

D. ABSTRACTION similar words to the list. In Column 2, write the full form of the
contraction in Column 1.

Task 5: Listen for Weak!

Directions: Practice understanding English at normal conversational speed,
E. APPLICATION when weak forms are used. Listen to a conversation twice. The first time
you will listen with attention. The second time, you will fill in the blanks
in the passage with the full forms of the words that you hear.

Directions: Enhance your understanding of stress by doing the following

F. EVALUATING LEARNING exercises with your teacher and classmates.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 9, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7WC-Ib-4.2: Differentiate literary writing from academic writing
Objectives:
C. LEARNING COMPETENCY/OBJECTIVES
1. Understand the difference between literary and academic writing
Write the LC code for each
2. Formulate words to differentiate literary from academic writing
3. Attain comprehension through the analysis of sample materials
II. CONTENT Literary Writing vs Academic Writing
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum G (May, 2016), p. 148
1. TEACHER’S GUIDE pages 2. Palomar, L. A. & Pimentel, K.R.P. (2016). Interactive 7.
Philippines: Jemma, Inc.
1. Worksheets
2. LEARNER’S MATERIALS
2. Samples of literary and academic writing
3. TEXTBOOK pages
1. Differences Between Technical & Creative Writing,
Retrieved from
http://www.nefsc.noaa.gov/publications/tm/tm185/pdfs/mi
3. Additional Materials from Learning Resource (LR) cron.pdf
portal 2. Writing that Works by Steven M. Gerson
, Retrieved from
http://www.math.uni.lodz.pl/~zofiawal/t
ex/Twriting.pdfn
1. Coconut Uses Infographic, Retrieved from
B. OTHER LEARNING RESOURCES http://www.mercola.com/infographics/coco
nut-uses.htm
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Brainstorm!
B. ACTIVITY  Directions: Brainstorm on the question below:
 What are the perks of being a good writer?

Task 2: Written Bazaar!

Directions: From the materials (memos, letters, reports, brochures, instructions, poetry,
C. ANALYSIS drama, short story, newspaper etc.) brought by the teacher, each group will categorize them
into two: literary and academic writing.
Literary Writing Academic Writing

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Chart it out!

E. APPLICATION Directions: When all the materials are in the proper columns, each group will receive set of
characteristics which you will place in the appropriate column.
Be ready to present your output.

Task 3. Tree of Tree!

Directions: Below is a poem about tree and an info graphic of coconut uses. These two writing
samples further illustrate the difference between literary and academic writing. Using the given
F. EVALUATING LEARNING
classroom object (a stapler, an eraser, etc.), write a short poem. Then, use the same subject as
topic to write a simple illustration of information or info graphic. Compare and contrast the
results.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 10, 2019 Quarter 1ST Quarter

I. OBJECTIVE
The learner demonstrates understanding of: pre-colonial Philippine literature as a means
A. CONTENT STANDARD of connecting to the past; various reading styles; ways of determining word meaning; the
sounds of English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by:
showing appreciation for the literature of the past; comprehending texts using appropriate
B. PERFORMANCE STANDARD reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject-verb agreement.
EN7RC-I-e-2.15: Use non-linear visuals as comprehensive aids in content texts
EN7SS-I-f-1.2: Transcode orally and in writing the information presented in diagrams,
charts, tables, graphs, etc.
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each
1. Identify the uses of non-linear visuals like graphic organizers
2. Interpret information presented in graphic organizers
3. Organize information about a chosen subject using a graphic organizer
4. Display positive working attitude while doing tasks
II. CONTENT Lesson: Graphic Organizer
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages K to 12 Curriculum Guide (May 2016), p. 150
1. Sample Graphic Organizers
2. LEARNER’S MATERIALS
2. Chart and Pictures
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

Reviewing previous lesson or presenting new lesson

A. PRELIMINARIES
Recall text in previous lesson

Task 1: 4 Pics, 1 Word!

Directions: Analyze the pictures below to figure out the word we are looking for.
B. ACTIVITY

Task 2: Organize a Chart!

C. ANALYSIS
Directions: You will be given pictures to complete the organizational chart of Hinandayan
National High School. (Put the picture)

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Group then Think!

Directions: After the chart has been completed, be ready to answer the following questions:
E. APPLICATION 1. What can you say about the chart?
2. What do you think is its purpose?
3. What are the other ways in presenting information?
As students, how can you benefit from using graphic organizers?
Task 4: Get the gist!
Directions: In one word, summarize each uses of graphic organizers in the classroom setting.
F. EVALUATING LEARNING Task 5: Create Graphics!
Directions: With a partner, read again the ―The Origin of this World‖ and complete the
organizer below. Be guided with the rubric that follows.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 11, 2019 Quarter 1ST Quarter

I. OBJECTIVE
The learner demonstrate understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
A. CONTENT STANDARD meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.

II. CONTENT Lesson: Subject-Verb Agreement

III. LEARNING RESOURCES

A. REFERENCES
1. TEACHER’S GUIDE pages K to 12 Curriculum G (May, 2016), p. 148
2. LEARNER’S MATERIALS Worksheets
3. TEXTBOOK pages Teaching Guide (First Quarter), pp. 17-18
3. Additional Materials from Learning Resource (LR) Learning Package (First Quarter), pp. 9
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Watch Out!

B. ACTIVITY Directions: Study the given sentences. Write C if the sentence observes correct subject-verb
agreement. If it does not, write I.

Task 2: Practice Makes Perfect!

Directions: Below is an exercise based on the contents of the article The Maranao Tribe from
C. ANALYSIS Lake Lanao. Specify the verb, which will agree with its subject in each sentence. The teacher
will elicit some of your observations, with particular focus on the subjects and verbs of the
sentences.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Sum it up!

Make generalizations concerning the following rules concerning subject-verb agreement:
1. compound subjects joined by and
E. APPLICATION 2. every or each preceding a compound subject
3. indefinite pronouns as subjects
4. subjects joined by or or nor

Task 4: Extra, Extra!

F. EVALUATING LEARNING Directions: Below is a students’ draft of an introduction for an article about diversity in the
Philippines. If a sentence observes proper subject-verb agreement, write C. If it does not,
rewrite the sentence.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 12, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in relation to the
theme
EN7VC-II-a-1/2: Note details, sequence and relationships of ideas and events
EN7VC-I-d-6: Identify the genre of a material viewed (such as movie clip, trailer, news flash,
internet-based program, documentary, video, etc.)
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
1. Analyze the elements of creation stories, their intended purpose, and
the setting during which they were produced
2. Note the sequence of events from the material viewed
3. Draw similarities and differences of creation myths in relation to the theme
4. Participate in groups to accomplish collaborative tasks
II. CONTENT Lesson: How the World was Created
III. LEARNING RESOURCES
A. REFERENCES
K to 12 Curriculum Guide (May 2016), p. 150
1. TEACHER’S GUIDE pages
Teaching Guide (First Quarter), pp. 23-25, 28-29
1. Worksheets
2. LEARNER’S MATERIALS 2. TV/LCD projector
3. Copies of Rubrics
3. TEXTBOOK pages Learning Package (First Quarter), pp. 23-25
3. Additional Materials from Learning Resource (LR)
Worksheets, LCD/TV projector, copies of rubrics
portal
B. OTHER LEARNING RESOURCES K to 12 Curriculum Guide (May 2016), p. 150
IV. PROCEDURE
Reviewing previous lesson or presenting new lesson
A. PRELIMINARIES Recall text in previous lesson

Task 1: Think-Pair-Share!
B. ACTIVITY  Directions: In this activity, you will (1) think individually to answer a question;
 (2) pair with a partner and discuss the question; and (3) share ideas with the rest of the class.

Task 1: Character Study

C. ANALYSIS Directions: In the Venn diagram below, compare and contrast the two characters in the story. The
overlapping part of the diagram should contain at least three similarities of the two characters while the
external regions should contain at least three of the unique qualities of each character.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 2: Locate, Reflect & Evaluate!

E. APPLICATION Directions: Determine whether each statement is true (T) or false (F). Beside your answer, write
the paragraph number to support your answer. Then, with your partner, compare your answers
and share insights.

Task 3:Let’s See!

F. EVALUATING LEARNING Directions: Watch a video presentation of the creation myth entitled The Tale of Tungkung Langit and
Alunsina (Visayan Myth). Looking at the images, try to compare it from The Origin of this World.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 15, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in relation to the
theme
EN7VC-II-a-1/2: Note details, sequence and relationships of ideas and events
EN7VC-I-d-6: Identify the genre of a material viewed (such as movie clip, trailer, news flash,
internet-based program, documentary, video, etc.)
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
5. Analyze the elements of creation stories, their intended purpose, and
the setting during which they were produced
6. Note the sequence of events from the material viewed
7. Draw similarities and differences of creation myths in relation to the theme
8. Participate in groups to accomplish collaborative tasks
II. CONTENT Lesson: How the World was Created
III. LEARNING RESOURCES
A. REFERENCES
K to 12 Curriculum Guide (May 2016), p. 150
1. TEACHER’S GUIDE pages
Teaching Guide (First Quarter), pp. 23-25, 28-29
1. Worksheets
2. LEARNER’S MATERIALS 2. TV/LCD projector
3. Copies of Rubrics
3. TEXTBOOK pages Learning Package (First Quarter), pp. 23-25
3. Additional Materials from Learning Resource (LR)
Worksheets, LCD/TV projector, copies of rubrics
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE
Reviewing previous lesson or presenting new lesson
A. PRELIMINARIES
Recall text in previous lesson

Task 4: Graph Events!

Directions: After watching, find a partner and use the graphic organizer
B. ACTIVITY
below to illustrate and note the sequence of events of ―How the
World was Created‖.

Task 5: Compare and Contrast!

Directions: With your group, analyze the two creation stories –
The Origin of this World (Maranao) and How the World was
C. ANALYSIS
Created (Panay). Draw similarities and differences of creation
myths in relation to listed themes below. Be ready to present
your answers to the class.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Answer the questions that follow:

E. APPLICATION 1. What do the two stories have in common?
2. What overarching theme is similar between the two stories?

Group activity:
F. EVALUATING LEARNING
Your group will be graded according to the following criteria:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 16, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7RC-Ia-7: Use the appropriate reading style (scanning, skimming, speed
reading, intensive reading etc.) for one‘s purpose
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 1. Define scanning and skimming
2. Use reading styles (skimming and scanning) to answer questions
3. Practice scanning and skimming texts for information
II. CONTENT Scanning and Skimming
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages 1. K to 12 Curriculum Guide (May 2016), p. 150
1. Hand-outs
2. LEARNER’S MATERIALS 2. Worksheets
3. Copies of School‘s rules and regulations
1. Interactive English 8 by Jemma Development Group pp. 39-40
3. TEXTBOOK pages
2. Reading, Thinking, Writing by Mary S. Lawrence pp. 83-84
1. Skimming, Retrieved from
3. Additional Materials from Learning Resource (LR)
http://readingstrategies.wdfiles.com/local--
portal
files/skimming/skim1.pdf
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Read Fast!

B. ACTIVITY
Directions: With your shoulder buddy, put a check mark before the items that
require fast reading.

Task 2: Locate!
C. ANALYSIS
Directions: Using the school‘s rules and regulations as point of
reference, answer the following questions.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Venn Diagram

E. APPLICATION
Directions: Compare and contrast scanning and skimming.
Task 5: Use It!

F. EVALUATING LEARNING Directions: Review your understanding of skimming and scanning by answering
the following questions. Write only the letter of your answer.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 17, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

2. Worksheets
2. LEARNER’S MATERIALS
3. Pictures

4. Graphic Organizer

3. TEXTBOOK pages 2. Learning Module for Grade 7

3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Hello!
Directions: Listen to the teacher as he/she will try to speak the word ―Hello‖
B. ACTIVITY
with different feelings and hidden message. Afterwards, choose what does
his/her ―Hello‖ implies.

Questions:
1. Which way of saying hello do you use when you meet an enemy?
C. ANALYSIS 2. What about when you meet someone whom you haven‘t met for a long
time?
3. How do you say ―hello‖ to a six-month old baby?
4. Lastly, please say ―hello‖ to a friend.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 2: Say It!

Directions: Examine the following samples of questions. Together with a
E. APPLICATION
group of five (5) members, brainstorm how will you say the sentences
correctly.

Task 3: Group then Think!

F. EVALUATING LEARNING
The following are some kinds of statements in English:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 18, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7OL-I-f-1.14.4: Use the rising intonation pattern with Yes-No and tag
questions; the rising-falling intonation with information- seeking questions,
option questions and with statements
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 4. Determine sentences which must utilize rising or rising-falling intonation
5. Construct statements with rising and rising-falling intonation
6. Reflect on the importance of intonation in the correct convey of
emotions and thoughts.
II. CONTENT Rising and Rising-Falling Intonation
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages K to 12 Curriculum Guide (May 2016), p. 150
1. Handouts
2. Worksheets
2. LEARNER’S MATERIALS
3. Pictures
4. Graphic Organizer
3. TEXTBOOK pages Learning Module for Grade 7
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Directions: Using the previous statements that you just said, categorize each sentence into
B. ACTIVITY
the following kinds:

Task 4: What I learn

C. ANALYSIS Directions: What are the ideas that you learn about intonation? Put down
your thoughts by completing the statements below.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 5: Use It!

Directions: Based on the given pictures, construct sentences using rising
E. APPLICATION
and rising-falling intonation. With the kind of statement indicated, write
your answer inside the box.
Directions: What are the ideas that you learn about intonation? Put down
your thoughts by completing the statements below.
1. I learn that intonation is
____________________________________________________.
2. There are two types of intonation:
__________________________________________.
F. EVALUATING LEARNING 3. Statements that use rising intonation are
____________________________________.
4. Statements that use rising-falling intonation are
______________________________.
5. Intonation is important because
____________________________________________.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 19, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

2. Give the meaning of the given signs and symbols

3. Reflect on the importance of signs and symbols

II. CONTENT Signs and Symbols (Road & Prohibited Signs)
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages 1. K to 12 Curriculum Guide (May 2016), p. 150
1. Pictures of signs and symbols
2. LEARNER’S MATERIALS 2. Bond papers
3. Pictures of places in Tayabas and Lucena
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: All around You!

B. ACTIVITY
Directions: Together with a partner, study the picture signs and answer
the questions found in each set.

What do these symbols indicate?

Where can you find these signs?
Why are pictures placed on doors of some restrooms instead of writing out the words
C. ANALYSIS Boys/Men and Girls/Women
What do these symbols indicate?
Where can you find these signs?

What does the sign placed on top of pictures mean?

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

• Task 1: The Signs Sound Familiar!

Directions: Form a group with five (5) members. Think of other examples of signs and
E. APPLICATION
symbols that you can see around you. Using the bond papers, draw five signs and
afterwards, present your samples to the class while answering the questions below:

Group Activity:
Each member will have his/her corresponding roles in the group. One student
F. EVALUATING LEARNING
will be the leader; two students will draw the signs; meanwhile, two students
will report the signs in front of the class.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 22, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

Objectives:
C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each 4. Familiarize themselves with the signs and symbols

5. Give the meaning of the given signs and symbols

6. Reflect on the importance of signs and symbols

II. CONTENT
Signs and Symbols (Road & Prohibited Signs)
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages 2. K to 12 Curriculum Guide (May 2016), p. 150
4. Pictures of signs and symbols
2. LEARNER’S MATERIALS 5. Bond papers
6. Pictures of places in Tayabas and Lucena
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 2: I Know This!

B. ACTIVITY Directions: Determine which of the provided signs and symbols are familiar to
you, and which of them are still unfamiliar. Write the number of the symbol
inside your chosen boxes

Task 3:Let’s See!

Directions: A road or a prohibited sign is usually seen in a specific place. Using the
C. ANALYSIS sign that you used in the previous activity, determine where you can particularly see
each sign by grouping them according to places. Write the number of sign on the
correct box.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 4: Picture Perfect!

E. APPLICATION Directions: What are the usual signs or symbols that you can see on the
following places. Identify and draw five (5) signs for each spot.

F. EVALUATING LEARNING Quiz

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 23, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-f-2.8.1: Recognize the parts of a simple paragraph
EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
1. Brainstorm ideas about paragraph structure
2. Identify the important components of paragraphs
3. Write a well-structured paragraph of a chosen myth
II. CONTENT Simple Paragraph
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages
1. Hand-outs
2. LEARNER’S MATERIALS 2. Worksheets
3. Copies of School‘s rules and regulations
3. TEXTBOOK pages 1. K to 12 Curriculum Guide (May 2016), p. 150
3. Additional Materials from Learning Resource (LR)
portal
1. Supporting Details, Retrieved from
https://www.internet4classrooms.com/grade_level_help/writing_su
B. OTHER LEARNING RESOURCES
pportin g_details_language_arts_fifth_5th_grade.htm

IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
Task 1: Read Fast!
Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:

Go Topic Sentence
B. ACTIVITY
Continue Supporting Sentences/Details

Stop Concluding Sentence


Task 2: How Are We Alike?
C. ANALYSIS Directions: Explain the analogy between a burger and paragraph structure.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: What’s the Topic?

E. APPLICATION Directions: Read each set of sentences. Write the topic and choose the best
topic sentence.

Task 4: What Matters!

Directions: Look at the following outline of a paragraph. The point is followed by
F. EVALUATING LEARNING six facts, only three of which are on target in supporting the point. The other
facts are irrelevant to the point. See if you can check the three relevant
statements of support—the ones that hit the bull‘s-eye.

V. REMARKS THE LESSON WAS NOT CARRIED OUT DUE TO OUR SLAC MEETING.

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 24, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-f-2.8.1: Recognize the parts of a simple paragraph
EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
4. Brainstorm ideas about paragraph structure
5. Identify the important components of paragraphs
6. Write a well-structured paragraph of a chosen myth
II. CONTENT Simple Paragraph
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages
4. Hand-outs
2. LEARNER’S MATERIALS 5. Worksheets
6. Copies of School‘s rules and regulations
3. TEXTBOOK pages 2. K to 12 Curriculum Guide (May 2016), p. 150
3. Additional Materials from Learning Resource (LR)
portal
2. Supporting Details, Retrieved from
https://www.internet4classrooms.com/grade_level_help/writing_su
B. OTHER LEARNING RESOURCES
pportin g_details_language_arts_fifth_5th_grade.htm

IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
Task 1: Read Fast!
Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:

Go Topic Sentence
B. ACTIVITY
Continue Supporting Sentences/Details

Stop Concluding Sentence


Task 2: How Are We Alike?
C. ANALYSIS Directions: Explain the analogy between a burger and paragraph structure.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: What’s the Topic?

E. APPLICATION Directions: Read each set of sentences. Write the topic and choose the best
topic sentence.

Task 4: What Matters!

V. REMARKS THE LESSON WAS NOT CARRIED OUT DUE TO OUR SLAC MEETING.

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
1. TEACHER’S GUIDE pages
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE
A. PRELIMINARIES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS The lesson was not carried out due to acquaintance party.

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 25, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-f-2.8.1: Recognize the parts of a simple paragraph
EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
7. Brainstorm ideas about paragraph structure
8. Identify the important components of paragraphs
9. Write a well-structured paragraph of a chosen myth
II. CONTENT Simple Paragraph
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages
7. Hand-outs
2. LEARNER’S MATERIALS 8. Worksheets
9. Copies of School‘s rules and regulations
3. TEXTBOOK pages 3. K to 12 Curriculum Guide (May 2016), p. 150
3. Additional Materials from Learning Resource (LR)
portal
3. Supporting Details, Retrieved from
https://www.internet4classrooms.com/grade_level_help/writing_su
B. OTHER LEARNING RESOURCES
pportin g_details_language_arts_fifth_5th_grade.htm

IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
Task 1: Read Fast!
Directions: Using the traffic lighting system/chart, brainstorm with your group
mates what you know about the following:

Go Topic Sentence
B. ACTIVITY
Continue Supporting Sentences/Details

Stop Concluding Sentence


Task 2: How Are We Alike?
C. ANALYSIS Directions: Explain the analogy between a burger and paragraph structure.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: What’s the Topic?

E. APPLICATION Directions: Read each set of sentences. Write the topic and choose the best
topic sentence.

Task 4: What Matters!

V. REMARKS THE LESSON WAS NOT CARRIED OUT DUE TO OUR SLAC MEETING.

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 26, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE STANDARD appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-f-2.8.1: Recognize the parts of a simple paragraph
EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
C. LEARNING COMPETENCY/OBJECTIVES
Objectives:
Write the LC code for each
10. Brainstorm ideas about paragraph structure
11. Identify the important components of paragraphs
12. Write a well-structured paragraph of a chosen myth
II. CONTENT Simple Paragraph
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages
10. Hand-outs
2. LEARNER’S MATERIALS 11. Worksheets
12. Copies of School‘s rules and regulations
3. TEXTBOOK pages 4. K to 12 Curriculum Guide (May 2016), p. 150
3. Additional Materials from Learning Resource (LR)
portal
4. Supporting Details, Retrieved from
https://www.internet4classrooms.com/grade_level_help/writing_su
B. OTHER LEARNING RESOURCES
pportin g_details_language_arts_fifth_5th_grade.htm

IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 5: Get the Logic!

B. ACTIVITY Directions: Now read the following comments on the six items to see which
ones you should have checked and why.

Task 6: Use It!

C. ANALYSIS
Directions: What is the importance of studying paragraph structure?

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 5: Clip It!

Directions: Make clippings of short paragraphs from newspapers or
E. APPLICATION
magazines. Then, use three highlighter pens to color the three
parts in your paragraphs.

Task 6: Write It Down!

Directions: In a series of simple paragraphs, retell your own creation myth. Use
F. EVALUATING LEARNING details from the regions in which you were born and from your ancestral
heritage to create a story. Make sure to address at least two of the following
ideas:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 29, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.

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
B. PERFORMANCE STANDARD 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.
EN7LT-II-a-4.1: Identify the distinguishing features of literature during the Period of
Apprenticeship
Objectives:
C. LEARNING COMPETENCY/OBJECTIVES
1. Understand the distinguishing features of literature during the period of Apprenticeship
Write the LC code for each
2. Identify the distinguishing features of literature during the period of Apprenticeship
3. Appreciate how our literature evolved from the Pre-Colonial to Apprenticeship Period
through a timeline
II. CONTENT
Philippine Literature during Apprenticeship Period
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages 1. K to 12 Curriculum G (May, 2016), p.152
1. Handouts
2. LEARNER’S MATERIALS 2. Timeline Worksheets
3. Art Materials
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
1. Notes on the Apprenticeship Period (1910-1935) Retrieved from
B. OTHER LEARNING RESOURCES
http://linglithumanities.blogspot.com/2011/10/notes-on-apprentice-ship-period-1910.html
IV. PROCEDURE

Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
A. PRELIMINARIES
Preliminary Activity:
Essential Question: How the Americans influenced the literature of the
Philippines?
Task 1: Timeline!
Directions: Using the handout of ―Notes on the Apprenticeship Period‖,
B. ACTIVITY each group will create a timeline to present significant events in
Philippine Literature during the apprenticeship period.You will take
turns filling in the various events.

Task 2: Show Us!

Directions:Through discussion, each event will be checked according to its
C. ANALYSIS
completeness and sequence.The output will be graded according to the
following criteria (point scale of 1-5):

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Describe the Apprentice!

E. APPLICATION Directions:From the discussion, give the distinguishing features of literature
during the period of Apprenticeship.

Task 4: Timeline of
F. EVALUATING LEARNING Directions:Complete the timeline below using your notes on apprenticeship
period.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 30, 2019 Quarter 1ST Quarter

I. OBJECTIVE

The learner demonstrate understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the
A. CONTENT STANDARD
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
1. TEACHER’S GUIDE pages
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS INTERPRETATIVE CONTEST AT NACES, WEST NASIPIT DISTRICT

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time JULY 31, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
Unmask the Mystery!

B. ACTIVITY
Each of you will be given a blank template of
a mask

Task 1:
1. How I View Myself (Internal)
On the given mask, you will write five adjectives or nouns (positive or
negative) which you associate to yourself using hashtags (Ex: #brave).
C. ANALYSIS
2. How Others View Me (External)
On the other side of the mask, you will ask five of your classmates to give
hashtags, one adjective/noun (positive or negative) that they would use to
associate to you.
D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)
Task 2. Face-off!
Facing a partner, compare the descriptions that your classmates wrote for you
E. APPLICATION
with those of you wrote for yourself. How similar are they? How different are
they?
Task 2. Face-off!
Facing a partner, compare the descriptions that your classmates wrote for you
F. EVALUATING LEARNING
with those of you wrote for yourself. How similar are they? How different are
they?

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 1, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
1. TEACHER’S GUIDE pages
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS PARADE CELEBRATING ARAW NG NASIPIT

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 2, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 3. Listen and Design It!

Listen to a song entitled ―This is me‖ by Demi Lovato. Make a
B. ACTIVITY connection between the song and the previous activity. Then,
with your art materials, design your own mask which will
reflect your personality.

Task 4: Parade of Mask: Show the Real You!

After designing your own mask, you will wear your masks and present
C. ANALYSIS
it to the class as if you are models on a cat walk. Your output will
be graded according to the following criteria (point scale of 1-4):

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 5: Locate, Reflect, Evaluate!

E. APPLICATION Directions: Locate information in the selection to complete the table below. Make sure
you can defend your answers.

Once you have finished the table, answer the following questions:
Do you think Eddie„s actions at the end of the story were justified?
Why or why not?
F. EVALUATING LEARNING Had you been in the same situation, would you have done what
Eddie did? Why or why not?
Why is the story entitled as such? What is the title„s significance
to the developments in the story?

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 5, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Discuss the following possibilities in resolving conflict:

o Get angry. Both persons involved in an argument may insist that they are right and
would refuse to listen to the other person. (Lose-Lose)
o Postpone. Both may put off talking about the problem until they are both calm to talk.
B. ACTIVITY o Give in. The other person surrenders to what the other one wants. (Lose-Win)
o Get help. The two persons involved in the disagreement would ask a third person to
help them solve the problem.
o Compromise. Both persons involved in the conflict talk calmly and find a solution that
would make them both satisfied. (Win-Win)
Task 6: Twist and Act! (Alternative Ending)
Directions: With your group, create and perform a skit that shows
C. ANALYSIS
how you want the story to end, highlighting how you will resolve
conflicts in non-violent ways.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)
Task 7: Blast from the Past!
Think of a story from your childhood when you played a prank on a sibling, friend, or
E. APPLICATION parent. If you are still in good terms with that person, interview him or her so that you
can get a more complete view of that episode. Complete the statement that follows the
grid.

Once you are done, share your anecdote with your classmates. Then, write it
F. EVALUATING LEARNING
in a story form. Please be guided by the rubric that follows.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 6, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

selections; using tools and mechanisms in locating library resources; extracting information
B. PERFORMANCE STANDARD 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.
EN7V-II-a-10.1: Discriminate between literal and figurative language
EN7V-II-a10.1: Classify sample texts into literal or figurative
Objectives:
C. LEARNING COMPETENCY/OBJECTIVES 1. Explain the difference between literal and figurative meanings
Write the LC code for each 2. Discriminate between literal and figurative language
3. Classify sample texts into literal or figurative
4. Show an understanding by identifying literal and figurative language
in sentences
II. CONTENT Literal and Figurative Language
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May, 2016) p. 152
1. TEACHER’S GUIDE pages 2. Teacher‘s Guide p.4
3. Learning Package (Second Quarter) p. 5
1. Song Lyrics in paper strips
2. Activity Sheets
2. LEARNER’S MATERIALS
3. Manila paper/s
4. Copies of Rubrics
1. Sing Your Heart Out, Figuratively!, Retrieved from
3. TEXTBOOK pages
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46223
3. Additional Materials from Learning Resource (LR)
portal
Chart and Oral Presentation Rubric, Retrieved from
B. OTHER LEARNING RESOURCES
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W5WB27&
IV. PROCEDURE
Reviewing previous lesson or presenting new lesson
A. PRELIMINARIES
Recall text in previous lesson
Task 1: Sing it, Please!
Directions: With your group, you will be given a strip of paper with a
B. ACTIVITY line from an OPM song. Altogether, you should sing it and guess the title
of the song to earn points. The given title of the song will be your
temporary group name.
(Assumption: The students were asked to bring a printed copy of their favorite
songs, one OPM song and any popular song.)
Task 2: Hunt like Eddie!
C. ANALYSIS
Directions: With your group, use the lyrics you brought to class to fill in
the T-Chart with the lines corresponding to Literal and Figurative Language.
Be ready to present your output to the class.
D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Once you have finished the chart, make sure to accomplish the following on
your report.
E. APPLICATION
From the figurative language column, explain what the author/writer
is suggesting, implying, or meaning.

Task 3: A Word/Phrase Please!

F. EVALUATING LEARNING Directions: Capsulize the meaning of literal and figurative language by giving
each of them a word or a phrase.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 7, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

1. Tarpapel
2. LEARNER’S MATERIALS 2. Sample Textbooks
3. Activity Sheets
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR) 1. Alabastro, S. T &Panelo, T. G. (2001). Bridges to Better
portal Communication. Marikina City: J.C. Palabay Enterprises, Inc.
1. Tayao, M. L. et. al. (1991). English in Use. Manila: Rex Printing
B. OTHER LEARNING RESOURCES
Company, Inc.
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: “Pinoy Henyo”

Directions:Choose from your group who will guess the mystery word by asking
B. ACTIVITY
a seriesof yes-no-maybe questions. The fastest team to guess their mystery
word/s correctly wins the game.

Task 2: Book to Walk!

Directions:With your group, choose one from the given textbooks. In this gallery
C. ANALYSIS
walk, you will accomplish the tasks in each station by reading the selection and
answering the questions after it.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Question: How does an examination of the parts of a book help you as a

E. APPLICATION
reader/researcher determine quickly if it is the book you need?

Task 3: Book to Care!

F. EVALUATING LEARNING Directions: Answer the following questions honestly to find out whether
you know how to take care of your book.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 8, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
1. TEACHER’S GUIDE pages
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS FIRST QUARTER EXAMINATION

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 9, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS FIRST QUARTER EXAMINATION

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 10, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
 Task 1: Mix-Pair-Chat!
B. ACTIVITY Directions: Each of you will think of a symbol, mingle around the room, stop,
pair, and chat about the examples you encountered in everyday life, for
example:

Task 2: Eco-Mats!
Directions: You will watch a YouTube video entitled “Eco-friendly Philippine Mats
C. ANALYSIS
(Banig)”.This is a short documentary film featuring the lives of local mat
weavers in a very small town in Leyte, Philippines.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)
Task 3: We Are Family!

E. APPLICATION

Directions: Describe the relationship among the members of the Angeles family
using a sociogram. Include the following details:
Task 5: Loved Ones!
Directions: Share your personal experience/s of losing a loved one.
Think of real life instances that show how you still value the important
people in your life who are no longer here on earth. If there is something
F. EVALUATING LEARNING
you would offer to him/her, what would it be?
Task 6: Bid Farewell – “The Tayabense Way”
Directions: Research about the death and burial practice in Tayabas. Then,
compare such practices to other town of your choice.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 11, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
 Task 1: Sort the Songs!
B. ACTIVITY Directions: You will be listening to parts of popular songs. Listen carefully and
read the lyrics displayed as each song plays in order. Then, place them on the
correct part of the chart.

II. Task 2: Spoken for!

Directions: With your group, recall the specific details about the mats given by
C. ANALYSIS
Mr. Angeles. Write down the similarities and differences among the mats using
the table below.
D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3. As You Like It!

E. APPLICATION Directions: Read the following sentences and take note of the underlined
phrases.

Answer the following questions:

What two items are being compared in each sentence?
F. EVALUATING LEARNING
What words or expressions are used to compare them?
How does simile make a sentence more meaningful?

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 12, 2019 Quarter 1ST Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE pages
2. LEARNER’S MATERIALS
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURE

A. PRELIMINARIES

B. ACTIVITY

C. ANALYSIS

D. ABSTRACTION

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS HOLIDAY/EID-AL-ADHA

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 13, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

 Task 4: Fill Me Up!

B. ACTIVITY
Directions: Fill in the missing word to complete the definition of the
following figures of speech.

Task 5: Pick Me Up!

C. ANALYSIS
Directions: Pick out the figure of speech in the following poem.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 6: Figure it out!

Directions: Create as many figures of speech as you can to describe the
E. APPLICATION
following. Identify the figures of speech you have used. Be guided with the
following examples.

Task 7: Let’s Dig More!

F. EVALUATING LEARNING Directions: Read the following expressions and indicate whether it is a simile,
metaphor, or personification.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 14, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

1. Pictures of facial expressions and gestures

2. LEARNER’S MATERIALS 2. Video clips
3. TV/tablet/laptop/projector
3. TEXTBOOK pages Culturally Speaking by Rhona B. Genzel pp.2-14
3. Additional Materials from Learning Resource (LR)
portal
Understanding Filipinos through Body Language http://primer.com.ph/tips-
B. OTHER LEARNING RESOURCES
guides/2016/07/22/understanding-filipinos-through-body-language/
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

o Task 1: Give Me a Sign!

Directions: Show a sign for some commonly used hand gestures below.
 to show that you have won
B. ACTIVITY  to ask someone to come closer
 to wish for good luck
 to ask someone to stop
 to show approval

Task 2: Photo Analysis!

C. ANALYSIS Directions: Look at each photograph. Answer the questions, and be
prepared to share your answers.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Directions: Look at the pictures on Tasks 1& 2. Do any of these gestures

E. APPLICATION have a different meaning in your country? Explain how they are used in
your country? Lead a discussion on the process of effective communication.

Directions: Give a recap of the following key ideas:

1. Aspects of facial expression , gesture and posture
F. EVALUATING LEARNING
2. Nonverbal Cues as Complements to Verbal Messages
3. Role of active listening in effective communication

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 15, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

EN7OL-II-a-4: Use verbal and non verbal cues in conversations, dialogs, or interviews.
C. LEARNING COMPETENCY/OBJECTIVES Objectives:
Write the LC code for each 1. Understand the concept of effective communication.
2. Use appropriate verbal and non-verbal turn-giving cues.
3. Recognize the role of active listening in effective communication.

II. CONTENT Verbal and Non- Verbal Cues in Conversations

III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May, 2016) p.
1. TEACHER’S GUIDE pages
2. Let‘s Talk 3 Second Edition by Leo Jones pp.8-9
1. Pictures of facial expressions and gestures
2. LEARNER’S MATERIALS 2. Video clips
3. TV/tablet/laptop/projector

3. TEXTBOOK pages Culturally Speaking by Rhona B. Genzel pp.2-14

3. Additional Materials from Learning Resource (LR)
portal
Understanding Filipinos through Body Language http://primer.com.ph/tips-
B. OTHER LEARNING RESOURCES
guides/2016/07/22/understanding-filipinos-through-body-language/
IV. PROCEDURE
Reviewing previous lesson or presenting new lesson
A. PRELIMINARIES Recall text in previous lesson

 Task 3: Pinoys!
B. ACTIVITY Directions: The chart below gives several nonverbal cues and their uses. In
the space provided, explain what nonverbal cues are used in your culture
in the same situations.
Directions: Below is a list of situations in which you can use hand gestures to show how you
feel. Choose one situation and act it out in front of the class. The objective of this activity is for
your classmates to guess which situation you have chosen by watching your gestures.
C. ANALYSIS a. You want someone to come to you.
b. You want to show approval.
c. You want to show that your team has just won the game.
d. You want to wish someone good luck.
e. You want someone to stop coming toward you.
D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 5: Far and Near!

Directions: Other countries do not have the same rules for deciding how
E. APPLICATION close to each other people sit or stand in different situations. Fill in the
chart below for your country. The first situation has been filled in for the
United States.
Task 6: Small Talk!
Directions: Sometimes small talk is a way to meet someone or
F. EVALUATING LEARNING start a conversation. Present a dialogue between people who are
not very close. Consider acceptable and unacceptable topics
in your country. Use appropriate verbal and nonverbal cues.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 16, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

EN7G-II-a-1: Use phrases, clauses, and sentences appropriately and meaningfully

Objectives:
C. LEARNING COMPETENCY/OBJECTIVES 1. Explain the different kinds of verb complements and how these are used
Write the LC code for each 2. Utilize appropriate verb complementation forms in completing
sentences with transitive verbs.
3. Exhibit a correct understanding by identifying verb complements and
their use in statements.
II. CONTENT Verb Complementation Forms
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May, 2016) p. 152
1. TEACHER’S GUIDE pages
2. Teacher‘s Guide p.4
1. Song Lyrics in paper strips
2. Activity Sheets
2. LEARNER’S MATERIALS
3. Manila papers
4. Copies of Rubrics

3. TEXTBOOK pages Learning Package (Second Quarter) p. 40-41, 59

3. Additional Materials from Learning Resource (LR)
portal
Palomar, L. A. & Pimentel, K. R. (2016). Interactive English 7. Philippines: Jemma,
B. OTHER LEARNING RESOURCES
Inc.
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Next Word or not!

Directions: Some sentences can stand on its own with just a subject and
B. ACTIVITY
a verb. Determine if you the statements below can stand on their own. If
not, complete the different sentences.

Watch Out!
Directions: Study the following sentences. Each item has two
C. ANALYSIS sentences, one is with the correct use of verb forms (words that
follow the verb) while the other one has an incorrect use of
verb forms. Choose the correct sentence.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Let’s Analyze!
Answer the following questions:
E. APPLICATION 1. What two items are being compared in each sentence?
2. What words or expressions are used to compare them?
3. How does simile make a sentence more meaningful?

As You Like It!

F. EVALUATING LEARNING
Directions: Underline the correct verb complements in the parentheses.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 19, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

EN7LT-II-d.2.2: Explain how the elements specific to a genre contribute to the

theme of a particular literary selection
EN7LT-II-d-2.2.: Express appreciation for sensory images used
Objectives:
C. LEARNING COMPETENCY/OBJECTIVES
1. Discuss characterization as an important element of short fiction
Write the LC code for each
2. Create a sketch to infer character through feelings, motives, drives,
intentions, moods, statements, or appearance
3. Appreciate the theme of love and sacrifice as depicted in the story
―How My Brother Leon Brought Home Wife

II. CONTENT “How My Brother Leon Brought Home a Wife” by Manuel E. Arguilla
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May, 2016) p. 153
1. TEACHER’S GUIDE pages
2. Teacher‘s Guide pp. 13-14
1. Lyrics of the song Manila Girl by Put3ska
2. LEARNER’S MATERIALS 2. Speaker
3. Copies of the Literary Text
3. TEXTBOOK pages Learner‘s Material pp. 18-25
3. Additional Materials from Learning Resource (LR)
portal
B. OTHER LEARNING RESOURCES Interactive English 7 by Lito L. Palomar et al. pp.112-119
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson
Illustrate Character Traits!
Directions: You will receive a list words (posh, assertive, extroverted, daring,
B. ACTIVITY
liberal). Complete the illustrated character trait sheets for each of the words. Be
ready to present your output. You will take one of the roles listed below:
: Sit Back, Relax, and Relish the Music!
Directions: Listen to a popular song in the 90‘s by a band called Put3ska. You
C. ANALYSIS can refer to the copy of the lyrics and sing along with it. Then, answer the
questions that follow:

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

: Unlock the Difficulties!

E. APPLICATION Directions: For better understanding of the selection, give the meaning of the
underlined words. Write the letter of the correct answer on the blanks provided.

Think it through!
F. EVALUATING LEARNING
Directions: Answer the following questions:

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 20, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

EN7LT-II-d.2.2: Explain how the elements specific to a genre contribute to the

theme of a particular literary selection
EN7LT-II-d-2.2.: Express appreciation for sensory images used
Objectives:
C. LEARNING COMPETENCY/OBJECTIVES
4. Discuss characterization as an important element of short fiction
Write the LC code for each
5. Create a sketch to infer character through feelings, motives, drives,
intentions, moods, statements, or appearance
6. Appreciate the theme of love and sacrifice as depicted in the story
―How My Brother Leon Brought Home Wife

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Pairs!
Directions: Share your insights about the different methods of
characterization. The acronym, ―PAIRS‖, can help you recall the five methods
of characterization:
B. ACTIVITY
Physical description
Action
Inner thoughts
Reactions
Speech
MI Time!
C. ANALYSIS Directions: With your multiple intelligence group, understand characterization
more by accomplishing your assigned task.
D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Confidently sings in tune for most songs appropriate to student‘s level.

Proper breath control enhances phrasing. Matches pitch reliably. (5 pts)
Maintains appropriate tempo/rhythm for given songs.(5pts)
E. APPLICATION
Dynamics are appropriate for different aspects of the song. (5pts)
Expression enhances performance by adding appropriate depth and emotional
range. (5pts)
Tableau Presentation (20pts.)
Expressions and energy in frozen positions (1-5 pts)
F. EVALUATING LEARNING Composition and blocking(1-5 pts)
Creative and dramatic interpretation using bodies(1-5 pts)
Group Dynamics: Cooperation, communication, work ethics(1-5 pts)

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 21, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS HOLIDAY/NINOY AQUINO DAY

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 22, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

II. CONTENT Imagery/Sensory Details

III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May, 2016) p.
1. TEACHER’S GUIDE pages
2. Interactive English 8 by Lito A. Palomar et al. pp. 36-38
1. Speaker
2. Dictionary
2. LEARNER’S MATERIALS
3. Handouts
4. Internet connection for Wordle creator application(if possible)
3. TEXTBOOK pages
3. Additional Materials from Learning Resource (LR)
portal
https://www.tesol.org/connect/tesol-resource-center/search-details/lesson-
B. OTHER LEARNING RESOURCES
plans/2016/01/11/descriptive-writing-lesson-plan-for-differentiated-learning
IV. PROCEDURE

A. PRELIMINARIES Reviewing previous lesson or presenting new lesson

Recall text in previous lesson

Task 1: Picture It!

Directions: Play the sound of sea waves. Close your eyes for 1
B. ACTIVITY
minute and imagine you‘re in a beach. What do you see, hear, and
feel? The words will be written on the board to form clusters.
Task 2: Make Sense!
Directions: Use a dictionary and look up examples of sensory words.
C. ANALYSIS
Then
place them in their correct category.
D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 3: Portray!
Directions: Recall the character of Maria in How My Brother Leon
E. APPLICATION
Brought Home a Wife. What sensory words did the author use to
portray her character?

Wordle/Word Cloud!
F. EVALUATING LEARNING Directions: Create a wordle of the word imagery. Surf the internet
for word cloud generators.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 23, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

1. TEACHER’S GUIDE pages K to 12 Curriculum Guide (May, 2016) p. 153

Teacher‘s Guide (Second Quarter) pp. 14
1. Worksheets
2. LEARNER’S MATERIALS 2. Sentence strips from a selected narrative
3. Desktop/laptop/netbook for comic strip construction
3. TEXTBOOK pages Learning Package (Second Quarter) pp. 17-18
3. Additional Materials from Learning Resource (LR)
Bassano, S. & Christison, M.A. (1987). Look Who‘s Talking! US: Alemany Press.
portal
Top 10 Most Iconic Pinoy Comic Strip Characters, Retrieved from
B. OTHER LEARNING RESOURCES
http://www.spot.ph/newsfeatures/56469/top-10-pinoy-komiks-strip-characters
IV. PROCEDURE
Reviewing previous lesson or presenting new lesson
Recall text in previous lesson
Task 1: Comic Strip Challenge!
A. PRELIMINARIES Directions: Each group will be given comic strips taken from newspapers. Look at the
pictures and words. The speech bubbles from the comic strips were removed. Order them
and imagine what the story or situation is. Then, assign members who will act out for the
class.
Here are examples of comic strips by Filipino artists:

Task 2: Getting It All Together!

Directions: With a partner, use the sequence of events below to create
B. ACTIVITY
speech/thought/exclamation bubbles to complete the comic strip template
below:

Did you find the activity difficult?

C. ANALYSIS What helped you put the events in their correct sequence?
Discuss examples of words that signal event order.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

What are the skills you gained when you learn how to sequence ideas or events
E. APPLICATION
logically? (Examples: reasoning, inferring, etc.)

Task 3: In 6-Frame!
Directions: Summarize the events of ―How My Brother Leon Brought Home
F. EVALUATING LEARNING
a Wife‖ through a six-frame comic strips. First, determine the correct
sequence of events.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 26, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

C. LEARNING COMPETENCY/OBJECTIVES
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES




B. ACTIVITY 




C. ANALYSIS

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

E. APPLICATION

F. EVALUATING LEARNING

V. REMARKS HOLIDAY/NATIONAL HEROES DAY

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head
School HINANDAYAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher ZHAN KIRBEY PLAZA-DUHAC Learning Area ENGLISH 7
DAILY LESSON LOG Teaching Date/ Time AUGUST 27, 2019 Quarter 2nd Quarter

I. OBJECTIVE
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
A. CONTENT STANDARD
to extract and condense information based on library sources; verbal and non-verbal cues
in oral communication; and types of phrases, clauses, and sentences.

The learner transfers learning by: resolving conflicts presented in literary

EN7LC-II-C2.1/3.1: Note specific details/elements of the text listened to.

EN7LC-II-f-2.13: Determine the tone and mood of the characters/speakers
C. LEARNING COMPETENCY/OBJECTIVES of the narrative listened to.
Write the LC code for each Objectives:
1. Understand the concept of tone and mood as literary devices.
2. Determine the tone and mood of the speaker in the listening text.
3. Practice appropriate tone through a dialogue.
II. CONTENT Identifying Tone/Mood in Spoken Language
III. LEARNING RESOURCES
A. REFERENCES
1. K to 12 Curriculum Guide (May, 2016) p.
1. TEACHER’S GUIDE pages
2. Teacher‘s Guide pp.

1. Speaker
2. Copies of the literary text (excerpt from How My Brother Leon Brought Home A
2. LEARNER’S MATERIALS Wife)
3. Colored pen/pencil
4. Project paper/manila paper

3. TEXTBOOK pages Learner‘s Material pp. 17-18

3. Additional Materials from Learning Resource (LR)
Interactive English by Lito A. Palomar et al. p.197
portal
B. OTHER LEARNING RESOURCES Look Who‘s Talking by Mary Ann Christison et al. p.101, p.32
IV. PROCEDURE
Reviewing previous lesson or presenting new lesson
A. PRELIMINARIES
Recall text in previous lesson

 Task 1: Thinking and Feeling!

B. ACTIVITY Directions: With your group, think of as many words as you can that describe
feelings. Write your words on the lines provided. A few words are given as
examples.

Task 2: Upsies and Downsies!

Directions: Read the following definitions. Then answer the questions
and share your experiences with the class.
C. ANALYSIS
An “upsy” is something or someone who has made you feel
good. A “ downsy” is something or someone who has made you
feel bad.

D. ABSTRACTION The teacher will discuss the topic further. (LECTURE PROPER)

Task 4: Listen!
Directions: Listen to the conversation between Baldo and his father. Determine
E. APPLICATION
their tone and the moods created by their words. Give the appropriate word to
describe each, and explain your answer in two to three sentences.

Task 4: Bring Me To Life!

F. EVALUATING LEARNING Directions: Personify characters from the story ―How My Brother Leon Brought
Home a Wife‖ and apply appropriate tones as you deliver their lines.

V. REMARKS

Prepared by: Checked by:

ZHAN KIRBEY P. DUHAC GILBERT B. ABEJAR

SST – I School Head

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