GRADES 1 to 12 School: Bambang National High School Grade Level: 7

DAILY LESSON LOG Teacher: Princess Hazel P. Gonzales Learning Area: ENGLISH

Teaching Dates and Time: Quarter: SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learners shall demonstrate understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in
listening to and viewing of informative and short narrative texts; word relationships and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
B. Performance Standards: The learners shall transfer learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema
and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and connectors correctly and appropriately.
C. Learning The learners shall express The learners shall express The learners shall express The learners shall express The learners shall express
Competencies/Objectives: one’s beliefs/convictions one’s beliefs/convictions one’s beliefs/convictions one’s beliefs/convictions one’s beliefs/convictions
based on a material viewed. based on a material based on a material viewed. based on a material viewed. based on a material viewed.
(EN7VC-IV-i-16) viewed. (EN7VC-IV-i-16) (EN7VC-IV-i-16) (EN7VC-IV-i-16) (EN7VC-IV-i-16)
II. CONTENT
Basic Signal Phrases in Beliefs/Convictions on Beliefs/Convictions on
Belief vs. Conviction Expressing Beliefs Different Social/Moral Different Social/Moral Summative Quiz
or Convictions Issues Issues
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
DepEd Self-Learning DepEd Self-Learning DepEd Self-Learning DepEd Self-Learning DepEd Self-Learning
Module; Module; Module; Module; Module;
Reliable Pages Reliable Pages Reliable Pages in the Reliable Pages Reliable Pages
in the Internet in the Internet Internet in the Internet in the Internet
IV. PROCEDURES
A. Reviewing Previous Lesson or The students will complete Some of the students will Some of the students will The teacher will ask the The students will be asked
 Presenting the New Lesson a word affinity diagram on give a short recap of the be asked to talk about the students to explain what it to recall the lessons they
the board involving the lessons they learned the latest news they have means “to agree to have learned the previous
words, “belief” and previous day. watched. disagree.” days.
“conviction.”
B. Establishing a Purpose for the The teacher will tell the The teacher will tell the The teacher will tell the The teacher will tell the The teacher will tell the
Lesson class that they are going to class that they are going to class that their knowledge class that they are going to class that they are going to
define and differentiate learn how to construct regarding latest social do an activity wherein they check how much they have
beliefs and convictions appropriate statements to issues will be tested will be asked to express learned this week through a
because they will need that convey their beliefs and because they will be asked whether they agree or 30-item multiple choice test.
in order for them to convictions by familiarizing to express their beliefs disagree on a certain issue.
accomplish the main task themselves with the basic and/or convictions about
this week which is to signal phrases used in some of them.
express their beliefs or such expressions.
convictions based on a
material they viewed.
C. Presenting Examples/Instances of The teacher will give six The teacher will post ten The teacher will show four The teacher will let the The students will be asked
the Lesson sentences for the students sentences on the board. editorial cartoons. She will students watch a short to talk about the proper
to analyze—three express She will as the class to ask the students to share video clip about slow living behavior that they must
beliefs and the other three identify which conveys what they understand about and minimalism. exercise during the test.
convey convictions. She will belief or conviction. the images.
ask the students to identify
whether each expresses
belief or conviction. She will
also ask them to justify their
answers.
D. Discussing New Concepts and 1. From the sentences The teacher will tell the The teacher will post five The students will take the
Practicing New Skills #1 given, the teacher will students that they are going major statements about life test individually.
remove those that do not to do an activity wherein mentioned in the video. She
express beliefs or they will complete a will ask the students to
convictions. diagram by writing their own comment on them, stating
2. She will ask the students beliefs/convictions about whether they agree or
The teacher will discuss the to examine the remaining the pictures on one figure, disagree and why.
meaning and differences of sentences and determine and then, they will explain
belief and conviction using which words or phrases why they hold such
the examples given. express similar meaning by beliefs/convictions on the
underlining them. next. The teacher will show
3. She will use the and explain an example.
underlined phrases to
discuss the basic signal
phrases used in expressing
beliefs or convictions.
 E. Discussing New Concepts and The teacher will post ten The teacher will give five The students will work in The students will watch
Practicing New Skills #2 sentences on the board. questions which deals with pairs and they will complete another short video. The
She will let the class topics in which the students this diagram: teacher will ask them to
examine each; they will tell could relate. She will ask write a short paragraph with
whether it is belief or the students to share their BELIEFS/
CONVICTIONS
WHY at least five sentences
conviction. After that, the beliefs or convictions about expressing their beliefs or
teacher will show three the question using the convictions regarding the
pictures depicting relevant appropriate signal phrases. issues or messages
issues. She will ask some BELIEFS/
CONVICTIONS
WHY
presented in the video. The
students to express their teacher may provide a
own beliefs and convictions guide/pattern for the
about the topic shown on BELIEFS/
CONVICTIONS
WHY
students to follow.
the pictures.

F. Developing Mastery The students will complete The students will do similar The individual writing
the dialogue in a comic activity but they will work activity above will serve as
The students will answer a
strip by applying their individually this time. the formative assessment.
ten-item alternative
knowledge in constructing
response test.
beliefs or convictions using
signal phrases.
G. Finding Practical Applications of The students will be asked The students will be asked
Through oral recitation, the The students will share
Concepts and Skills in Daily answer the question, “Is it to share their insights on
students will share their their ideas on the question,
Living important to express our the question, “What should
own beliefs or convictions “What is the importance of
beliefs or convictions about you remember in
which were shaped from using signal phrases when
current issues? Why or why expressing your beliefs or
that of their family, school stating beliefs or
not?” convictions to someone with
and/or community. convictions?”
different views?”
H. Making Generalizations and LIKE or DISLIKE The students will share
Abstractions about the Lesson The teacher will flash their ideas on the question,
statements regarding the “Can we identify whether a
major takeaways of the statement is belief or
lesson. She will ask the conviction by merely
students to show a thumbs- considering the signal
up sign if they agree with phrase use? Why?”
the statement, and thumbs-
down if not.

I. Evaluating Learning The formative assessment The formative assessment The formative assessment The formative assessment The main activity which is a
 shall serve as the shall serve as the shall serve as the shall serve as the summative test shall serve
evaluation. evaluation. evaluation. evaluation. as the evaluation for the
week.

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

PRINCESS HAZEL P. GONZALES FELIZA A. BALADAD JONATHAN C. PAMITTAN RODRIGO C. ROSETE
Teacher I Head Teacher III - English HT-I, OIC-Assistant Principal II, JHS Secondary School Principal IV
Date: February 8, 2023 Date: Date: Date: