GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 7

DAILY LESSON LOG Teacher APRIL JOY VALDEZ GUEVARRA Learning Area ENGLISH
Teaching Dates and Time APRIL 10-14, 2023 Quarter THIRD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 9
APRIL 10, 2023 APRIL 11, 2023 APRIL 12, 2023 APRIL 13, 2023 APRIL 14, 2023
I. OBJECTIVES:
A. CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.
B. Performance Standards
C. Learning Competencies / Raise sensible and thought- Raise sensible and thought- Raise sensible and thought- Raise sensible and thought- Raise sensible and thought-
Objectives provoking questions in public provoking questions in public provoking questions in public provoking questions in public provoking questions in public
Write the LC code for each forums/panel discussions. forums/panel discussions. forums/panel discussions. (EN7OL- forums/panel discussions. forums/panel discussions.
(EN7OL-III-1.3.1) (EN7OL-III-1.3.1) III-1.3.1) (EN7OL-III-1.3.1) (EN7OL-III-1.3.1)
II. CONTENT HOLIDAY Thought-provoking Questions Thought-provoking Questions Thought-provoking Questions Thought-provoking Questions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
(Learning Plan)
IV. PROCEDURES
A. Reviewing previous lesson or Have you ever been in a Understanding questions before What have you observed with the
presenting the new lesson situation wherein you are asked answering them is an essential way the questions were formed?
but you don’t know how to communication skill. It is like Can they be answered with a
answer the question? It’s so preparing yourself for a battle – a simple yes or no? Can they be
embarrassing, right? Not only on battle on how well you express answered with a just a simple
your part but also on the person yourself so the world will word?
asking. understand you better as a person
and as a part of the community.
B. Establishing a purpose for the
lesson
C. Presenting Now, let us check if you can still Before answering the question
examples/instances of the new remember your previous lesson. above, let us first learn what a
lesson Below is an article that you are panel discussion and a public
about to read and to react with forum is.
what is asserted/expressed in it.
D. Discussing new concepts and A sentence which asks for A panel discussion also known How to create thought-provoking
practicing new skills #1 information is called an as modern conference involves questions?
interrogative sentence. It is a conversation between experts
sentence that states a question and thought leaders, so that the
and requires a response. An audience can learn from their
interrogative sentence ends with interaction.
a question mark (?),
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Directions: Will you match the
(Leads to formative assessment questions with the appropriate
3) responses in the right column?
Write ONLY the LETTERS of
your answers on a separate
sheet of paper.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Directions: Create thought-
provoking questions out of these
social concerns that can serve as
topics for public forum/panel
discussion. Write your answers
on a separate sheet of paper.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION _____% of learners who _____% of learners who earned _____% of learners who earned _____% of learners who earned _____% of learners who earned
earned 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation.

A. No. of learners who earned B: B: B: B: B:

80% in the evaluation G: G: G: G: G:
Total: Total: Total: Total: Total:
B. No. of learners who require Yes. No. Yes. No. Yes. No. Yes. No. Yes. No.
additional activities for B: B: B: B: B:
remediation G: G: G: G: G:
Total: Total: Total: Total: Total:
C. Did the remedial lessons B: B: B: B: B:
work? No. of learners who have G: G: G: G: G:
caught up with the lesson. Total: Total: Total: Total: Total:
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and share, quick-writes, and anticipatory
anticipatory charts. anticipatory charts. charts. anticipatory charts. charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. ___Contextualization: projects. projects.
___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
media, manipulatives, repetition, manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
and local opportunities. opportunities. ___Text Representation: opportunities. opportunities.
___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
Speaking slowly and clearly, slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the slowly and clearly, modeling the
modeling the language you want language you want students to use, and providing samples of student language you want students to use, language you want students to use,
students to use, and providing and providing samples of student work. and providing samples of student and providing samples of student
samples of student work. work. work. work.

Prepared by: Checked & Reviewed by: Approved:

APRIL JOY V. GUEVARRA ELVIRA E. ABELLA BERNADETTE O. UMAYAM

Teacher III Head Teacher III Principal IV