GRADES 1 to 12 School ALBOR NATIONAL HIGH SCHOOL Grade Level Grade 7

DAILY LESSON LOG Teacher VENUS S. PATUAL Learning Area ENGLISH

Teaching Dates JANUARY 15, 2020 Section PADOLINA
Quarter 3RD Time 7:35 - 9:35 AM

MONDAY Comments and Suggestions

l. OBJECTIVES a. Define subordinating conjunctions in your own words;
b. Relate and discuss the purpose of subordinating conjunctions in the English language;
c. Link the subordinate clause/s to the independent clause accurately through a link-up game;
d. Demonstrate and explain the assigned differentiated activities;
e. Perform the subordinate conjunction song with the tune of itsy bitsy spider in unison;
f. Complete the situational prompt and the sentences by applying appropriate subordinating conjunctions.
A. Content Standards  The learner demonstrates understanding of: pre-colonial Philippine literature as a means 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.
B. Performance Standards  The learner transfer learning by: showing appreciation for the literature of the past; comprehending texts using appropriate 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.
C. Learning Competencies/ EN7RC-III-b-8.1
Objectives (Write the LC EN7G-III-b-1
Code for each) EN7VC-III-b-13
ll. CONTENT MODULE 3 LESSON 6 ASSERTING ONE’S IDENTITY IN A DIVERSE SOCIETY
lll. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 392-394
2. Learner’s Material Pages pp. 398-400
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources https://www.learngrammar.net/english-grammar/clauses
https://www.preceden.com/timelines/308654-jose-rizal-life-timeline
https://www.youtube.com/watch?v=4P-LhENPGNw&t=158s
lV. PROCEDURES
A. Reviewing previous lesson or Motivation
presenting the new lesson Viewing Activity: Video about the Gorilla Tape Advertisement (7 mins)
The teacher will ask the following questions…
Process Questions:
1. What is the advertisement all about?
2. Based on the advertisement, when a thing breaks or opens, what are you
going to do?
3. What have you learned from the advertisement?
 The teacher will relate the motivation with the grammar lesson: Subordinating
Conjunctions
 In life, we use all sorts of things to join objects together – whether it be glue, rugby
or tape. Just like in English, there are words that help things stick together. We call
it SUBORDINATING conjunctions.

Elicit:
Guide Questions:
1. What do you know about subordinating conjunctions?
2. Can you give examples of subordinating conjunctions.
3. What do you think is the purpose of subordinating conjunctions in the English
language?
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the Engage:
new lesson
Link-up Game
Each student will be given a clause written in a metacard. The color of the metacard
will automatically identify which group a student belongs.

The teacher will say…

Find the other clause from your classmate and link it to form a complete sentence.

Clause is comprised of a group of words which includes a subject and a finite verb.
A clause contains only one subject and one verb. The subject of a clause can be
mentioned or hidden, but the verb must be apparent and distinguishable.
– Web Resource: https://www.learngrammar.net/english-grammar/clauses

A clause “a group of words containing a subject and predicate and functioning as a

member of a complex or compound sentence.
” – Merriam-Webster

Below are the words that will be distributed to them.

Answer Key:
1. Sara begins to sneeze whenever she opens the window to get a breath of
fresh air.
2. When the doorbell rang, my dog Skeeter barked loudly.
3. After the basement flooded, we spent all day cleaning up.
4. I don’t want to go to the movies because I hate the smell of popcorn.
5. Until spring arrives, we have to be prepared for more snow.
 6. The downpour started as soon as I finished watering the flowers.
7. Even though we got stuck in traffic, we arrived at the theater on time.
8. I’ll make dinner while you study for your exam.
9. Although the assembly was not very educational, Mrs. Wainwright gave her
students a multiple-choice quiz on yo-yos.
10. I paid Larry, whose garden design work is top-notch.
11. Tell me how you persuaded Danny to see that film.
12. I've been a dancer since I was young.
13. In order to enjoy your trip, take your time and enjoy the sights.
14. He will always support me whether I succeed or not.
15. They were older than I.
16. If it rains, I'm staying in.
17. Unless you’re willing to wait, you’ll have to come back tomorrow.
18. Wherever I go, I try to enjoy myself.
19. So that I can understand you, please repeat what you said.

Students can now form 5 groups wherein three groups will have 8 members, the other 2
will have 7 members.
D. Discussing new concepts and
practicing new skills #1

Blended Learning/Socratic Method:

A teacher scaffold the students by adding…
 A subordinating conjunction makes a clause within a sentence dependent on a complete sentence
in order to make sense
 A subordinate conjunction is followed by a subject and predicate

Punctuating with subordinate conjunctions

-When the subordinating clause begins the sentence, the subordinating clause is separated from
the independent clause with a comma.
-No comma is used when the subordinating clause follow the independent clause.
Explore:
Differentiated Instruction
- an approach to teaching in which educators actively plan for students' differences so that all students can
best learn. In a differentiated classroom, teachers divide their time, resources, and efforts to effectively teach
students who have various backgrounds, readiness and skill levels, and interests. (see the attached rubric)

Group 1
Perform an advertisement of any products (local product like mat, rattan bag, dried fish) applying the two
types of subordinating conjunctions in your sentences such as COMPARISON (than, rather than, whether, as
much as, whereas) and TIME (after, as soon as, until, whenever, now that). You can bring any props you can
find in your bags.

Group 2
Make a timeline and arrange the events in the box in chronological order. State the events applying the
subordinating conjunctions such as CONCESSION (though, although, even though) and RELATIVE PRONOUNS
(who, whoever, whom, whomever, whose).

1861-1870
________ 1872-1877
________ 1877-1882 1882-1888 1889-1896
_________ _________ _________
________ ________ _________ _________ _________
________ ________ _________ _________ _________
________ ________ _________ _________ _________
________ ________ _________ _________ _________

1861-1870
 Informal education by mother
 He was born from an Inquilino family
 He received formal education in Binan for 2 years

1872-1877

 Execution of GOMBURZA
 Imprisonment of Dona Teodora
 Rizal entered Ateneo
 Rizal's Ateneo days

1877-1882
 Philosophy of letters and Medicine at UST
 Studied Land Surveying in Ateneo
 1st travel to Europe
 1882-1888
 Licensate in Philosophy of Letters
 He went to Paris for vacation
 Back to Philippines and was involved in land dispute
 Publication of Noli me tangere in Berlin
 2nd travel to europe to annotate De morga's work

1889-1896
 Celebration of Universal Exposition in Paris
 Expulsion of farmers from Hacienda de Calamba
 Publication of El Filibusterismo in Belgium
 Exile in Dapitan
 Hongkong, to build a colony in North Borneo
 Founded La Liga Filipina in Philippines
 Execution of Rizal in Bagumbayan

Group 3
Role Play the situation below and apply the other types of subordinating conjunctions such as REASON
(because, since, so that, in order, as) and CONDITION (if, only if, unless, provided that, assuming that).

Situations:
 You are invited to your classmate’s birthday party.
 You have a sick brother at home.
 Your mother needs assistance from you.
 Your father is working abroad.
 The weather is raining cats and dogs that time.
 It is not safe to travel.
 Your house is far from the place where the party will take place.

Group 4
Compose a Local Tourism Campaign Song emphasizing the beautiful spots of Dinagat Islands. Apply also the
subordinating conjunctions in the lyrics of your song such as PLACE (where, wherever) and RELATIVE
ADJECTIVES (that, whatever, which, whichever).
E. Discussing new concepts and
practicing new skills #2 Group 5
Trace the sentences which used the subordinating conjunctions such as MANNER (how, as though, as if). Use
a pencil/pen. Fill in the blanks with corresponding connectors such as how, as though, as if.
Worksheet Answer
I’ve got so much work it It looks as though you’ve They felt as though they

FINISH looks as if I’ll have to

stay at home this
not met before. had been given the
wrong information.
evening.
It’s hard trying to take Until you came into my She felt as if all her It looks as if they’ve had
classes while also life, I wasn’t quite sure worries had gone. a shock.
working two jobs. where I would find love.
While my parents were
away for the weekend, As soon as the alarm The floods were rising After the basement
my brother and I goes off, I hit the snooze and it was as if it was the flooded, we spent all day
decided to throw a button. end of the world. cleaning up.
house party.
I usually sit around in Tell me how you Sylvester looked pleased, I hate it whenever I run
my office until my boss persuaded Danny to see as if he had swallowed a into coworkers outside
gives me work to do. that film. canary. of work.
When I was in college, I He explained how he
I don’t want to go to the Whenever you start
would study until I completed it in a few
movies because I hate feeling anxious, just try
passed out at 3 or 4 in days.
the smell of popcorn. to breathe.
the morning.
Ever since I was young, Can you show me how to He walked into the room
I’ve always wanted to use the computer? as though he owned the I don’t like cake because
become a scientist. place. it’s too sweet.

Don’t try to lecture me He treats me as if I were

I decided to bake I paid Larry, whose
as if you actually knew his sister, not his
cupcakes, since it was garden design work is
what you were talking girlfriend.
Marjorie’s birthday. top-notch.
about.
Because my lower back
Since you’re always I’ve been broke since my You tend to brush most
kept hurting, I decided to
late, I’m going to start last vacation to Puerto things off as if they’re no
finally go see a
showing up late too. Rico. big deal.
chiropractor.
I didn’t answer your I’m not going to
messages because I apologize just because
What have you been up
to since school ended? START
was out of the country. you told me to.
F. Developing Mastery Explain:
(Leads to formative Assessment3)
Students will be given the opportunity to demonstrate and verbalize their understanding of the concept
through group/individual reporting of the output (differentiated task).
G. Finding Practical Applications of
concepts and skills in daily living
H. Making Generalizations and Elaborate:
Abstractions about the lesson Subordinate Conjunction
Tune of Itsy Bitsy Spider

Subordinating conjunctions, I love and I adore.

There’s after, although, as, because, and before,
If, provided, since, unless,
until and then

There’s whenever, wherever, while, where, and when.

In case that was too easy let’s add another rhyme,

as long as, as soon as, once, and by the time.

Now that you know them, comma rules are done.

If you start with a sub, use a comma; if not, then there’s none.
I. Evaluating Learning Evaluate:
A. Let’s Connect. Choose the appropriate conjunction to complete the sentence. Write only the letter that
corresponds it. Write it on a ½ sheet of paper.
1. Lope was so assertive about the answer to the question in their catechism class that ended in argument
____________ the “man” taught them how to settle argument.
a. though B. unless C. so D. because
2. Hugo and Felix argued with Lope ____________ of a topic in catechism class.
a. as B. because C. whereas D. if
3. ______________ the “man” said, “Now, boys, can fists settle an argument? Are you trying to find out who
is the strongest among you, or are you trying to find out who is right?”
a. Whereas B. because C. so that D. after
4. The boys looked at the man closely, at first they thought he was joking __________ his unsmiling face told
them he was serious.
a. but B. so that C. until D. because
5. ______________ of Lope’s loyalty to the man in Dapitan, his problem of his mother’s eyesight was
answered.
a. although B. whenever C. while D. because
B. Fill in the blank with the appropriate answer using the assertions enclosed in the parentheses.
I feel _________________ (say your feelings) when I ____________________________
(describe the action) because __________________________ (say why the action connects to your
 feeling).

Part A.
Answer Key
1. Though
2. Because
3. Whereas
4. But
5. Because
J. Additional Activities for Application or Extend:
remediation Letter Writing
In this task, you are going to share ideas with your friends about “The Modern Filipino
Youth” and “The Old Filipino Youth.”

Be guided by the following:

 Analyze the medium of communication used
 Remember the correct use of subordinating conjunctions
 Study the different parts of a letter, in terms of:
 Complete parts
 Format
 Content
 Grammar
 Tone, etc.
 Compose a letter and give it to your friend
V. REMARKS
Vl. REFLECTION
A. No. of learners who
earned 80 % in the There are 33 students who earned 80% in the evaluation. Majority of the students are girls.
evaluation
B. No. of learners who
require additional
There are five (5) students who are required to undergo additional activities for remediation.
activities for
remediation
C. Did the remedial
lesson work? No. of
Yes, the remedial lesson work since there are only five (5) of them that the teacher needs to focus.
learners who have
All of them grasp the lesson.
caught up with the
lesson.
D. No. of learners who
continue to require I believe there is none since the intervention done for the five (5) learners was effective.
remediation
E. Which of my teaching Based on the methodologies that I have applied, the differentiated instruction/strategy worked well
strategies work well? because it gave the students the opportunity to develop teamwork, to share ideas with peers and
Why did these work? to cater their multiple intelligences. Moreover, it worked well also if you are going to apply the
Socratic method (Question and Answer) because you can’t expect everyone to absorb the
concept/content you are teaching during the class session. So, it is good to ask them how far they
have understood the topic.
F. What difficulties did I
In a typical classroom, teachers experienced students talking with their seatmates. And also, some
encounter which my
principal or supervisor of them are busy with their iPads, phones and other gadgets. In addition, some students overlooked
solve? the instructions which led them to ask various questions regarding the differentiated activities.
G. What innovation or
localized materials did
I use/discover which I I’ve let my students use a rattan bag as a props during the activity.
wish to share with
other teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to blb.tld@deped.gov.ph

Prepared by:

VENUS S. PATUAL
SST-III

Checked by: Noted by:

GENARA F. ESTEBE EUZEL PATRONINIA C. ESPINOSA

MASTER TEACHER I SECONDARY SCHOOL PRINCIPAL-II
 Members:
Group Number: _____________
Group Name: ____________________________________________ 1. _________________________________________ 5.
__________________________________________
2. _________________________________________ 6.
__________________________________________
Rubric for the Oral Presentation 3. _________________________________________ 7.
25 - Excellent 20 - Good 15 - Fair 10 - Needs Improvement
• Holds attention of entire • Consistent use of direct • Displays minimal eye contact • Holds no eye contact with
audience with the use of eye contact with audience, with audience, while reading audience, as entire report
direct eye contact, seldom but still returns to notes mostly from the notes is read from notes
looking at notes • Speaks with satisfactory • Speaks in uneven volume with • Speaks in low volume and/
Delivery
• Speaks with fluctuation in variation of volume and little or no inflection or monotonous tone, which
volume and inflection to inflection causes audience to
maintain audience interest disengage
and emphasize key points
• Demonstrates full • Is at ease with expected • Is uncomfortable with • Does not have grasp of
knowledge by answering answers to all information and is able to information and cannot
all class questions questions, without answer only rudimentary answer questions about
with explanations and elaboration questions subject
elaboration • Has somewhat clear • Attempts to define purpose and • Does not clearly define
Content/ • Provides clear purpose and purpose and subject; subject; provides subject and purpose;
Organization subject; pertinent examples, some examples, facts, weak examples, facts, and/ or provides weak or no support
facts, and/or statistics; and/or statistics that statistics, which do not of subject; gives insufficient
supports conclusions/ideas support the subject; adequately support the subject; support for ideas or
with evidence includes some data or includes very thin conclusions
evidence that supports data or evidence
conclusions
• Students are able to • Students are able to • Students are able to • Students are able to
accurately answer almost accurately answer most accurately answer a few accurately answer
all questions posed by the questions posed by the questions posed by the questions posed by the
Comprehension
teacher about the teacher about the teacher about the information teacher about the
information contained in information contained in contained in the presentation. information contained in
the presentation. the presentation. the presentation.
• Presenters can form BEST • Presenters can form • Presenters can form • Presenters form incorrect
Grammar
sentences and be able to sentences and be able sentences and be able to sentences and
(Usage of use subordinating to use subordinating use subordinating inappropriate
Subordinating conjunctions accurately conjunctions conjunctions that mostly subordinating
Conjunctions) that supported the assigned appropriately that support the assigned task. conjunctions that do not
 task. supported the assigned support the assigned task.
task.

COMPARISON

 Than
E.g. He is cleverer than I am.
 Rather than
E.g. I chose to learn German rather than French.
 Whether
E.g. She was uncertain whether to stay or leave.
 As much as
E.g. He doesn’t earn as much as me.
 Whereas
E.g. Elliot is tall and blond, whereas his brother is short and has dark hair.

TIME

 After
E.g. Mary closed his diary after writing about that day’s events.
 As soon as
E.g. A baby deer can stand as soon as it is born.

Until
E.g. You can stay on the bus until you reach London.
 Whenever
E.g. Whenever we go abroad, we take as many pictures as possible.
 Now that
E.g. You can go and play now that you have finished your homework.

CONCESSION

 Though
E.g. Though it was raining, she went out.
 Although
E.g. Although the kitchen is small, it is well designed.
 Even though
E.g. Even though he’s a millionaire, he lives in a very small flat.
RELATIVE PRONOUNS

 Who
E.g. The person who made the mess needs to clean it.
 Whoever
E.g. Whoever leaves last should turn off the light.
 Whom
E.g. He’s the man whom I met in Greece.
 Whomever
E.g. He was free to marry whomever he chose.
 Whose
E.g. She’s the student whose handwriting is the best in my class.

REASON

 Because
E.g. I love Matisse’s work because he uses color so brilliantly.
 Since
E.g. Since we’ve got a few minutes to wait for the train, let’s have a cup of coffee.
 So that
E.g. I’ll go by car so that I can take more luggage.
 In order (that)
E.g. Do exercises in order that your health may improve.

CONDITION

 If
E.g. If you leave, I will be lonely.
 Only if
E.g. Only if a teacher has given permission is a student allowed to leave the room.
 Unless
E.g. You won’t succeed unless you work hard.
 Provided that
E.g. I was allowed to go off by myself provided that I promised to be careful.
 Assuming that
E.g. I hope to go to college next year, assuming that I pass my exams.
 Even if
E.g. Even if you have already bought your ticket, you will still need to wait in line.
 In case (that)
E.g. I have my umbrella with me in case it rains.
 Lest
E.g. Study hard lest you should fail.

PLACE

 Where
E.g. This is the park where we played.
 Wherever
E.g. Wherever you go in the world, you’ll always find someone who speaks English.

RELATIVE ADJECTIVES

 That
E.g. She went to the school that my father went to.
 Whatever
E.g. I copied in my notebook whatever he wrote on the blackboard.
 Which
E.g. He developed the films which he had taken.
 Whichever
E.g. Mary will eat chocolate cake or donut, whichever is delicious.

MANNER

 How
E.g. She taught him how to play the piano.
 As though
E.g. They look as though they’re heading for divorce.
 As if
E.g. At sunset, the sun looks as if it is going down.