Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
June 4, 2018 – Monday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
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.
The learner transfers 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.
EN7LC-I-a-5: Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serves as carriers of
meaning.
 EN7LC-1-a-5.1: Listen for important points signaled by volume,
projection, pitch, stress, intonation, juncture, and rate of speech.
Voice Levels
Listening Text: Dialogues
7-11
4
Ask the students about their thoughts when listening to the following:
1. A speaker who speaks very fast
2. A speaker who speaks in regular speed
3. A speaker who speaks in slow speed with soft voice
Have the students talk about what they know about the different voices of the
speaker.
-
--Have the students listen to three taped descriptions of Philippine folk literature
twice.
-Ask the students to make inferences about what was listened to
.
--Discuss differences in voice levels
-- Have the students answer Your Initial Task 2. What did they say? in LM page 4.
 E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Have the students read in pair. See attachment.
Ask the students to cite instances that people need to apply voice levels and speech
patterns in order to be understood.
--Have the students make generalizations about differences in voice levels affecting
their understanding of what we listen to.
--Ask the students to present a dialogue showing the different voice levels.
Evaluate using a Rubric.
See attachment.

J. Additional activities for LOUD AND CLEAR! (10 minutes)

application or remediation See attachment.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 worked 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 use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School Butansapa NHS Grade Level 7
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time June 5, 2018 – Tuesday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)

I. OBJECTIVES
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 transfers 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 EN7LC-I-a-5: Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serves as carriers of
meaning.
 EN7LC-1-a-5.1: Listen for important points signaled by volume,
projection, pitch, stress, intonation, juncture, and rate of speech.
II. CONTENT Voice Levels
Listening Text: Dialogues
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 7-11
2. Learner’s Material pages 4
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review the different voice levels
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads Have the students read in pair. See attachment.
to Formative Assessment 3)
G. Finding practical applications Ask the students to cite instances that people need to apply voice levels and speech
of concepts and skills in daily patterns in order to be understood.
living
H. Making generalizations and --Have the students make generalizations about differences in voice levels affecting
abstractions about the lesson their understanding of what we listen to.
 I. Evaluating Learning --Ask the students to present a dialogue showing the different voice levels.
Evaluate using a Rubric.
See attachment.

J. Additional activities for LOUD AND CLEAR! (10 minutes)

application or remediation See attachment.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
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 worked 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 use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
June 6, 2018 – Wednesday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
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.
The learner transfers 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.
EN7LT-I-a-1: Discover literature as a means of connecting to a significant
past.
 Describe the different literary genres during the pre-colonial period.
 Identify the distinguishing features of proverbs, myths, and legends.
EN7VC-I-a-8:Use structural analysis to determine the meaning of
unfamiliar words or expressions from the material viewed
Selected Proverbs
Literary Selection: Words of Wisdom by Damiana Eugenio
6
3, 4-8
English for the 21st Century pp 15-17
Review the different voice levels
--Tell the students that there are several literary genres during the pre-colonial
period.
--Explain that even before the colonial time there were already literary genres such
as proverbs, myths and legends.
--Have the students express if the statements in Your Initial Task 1 are true or false
based on what they know.
--Show a visual thesaurus for the key concept for the selection to be read.
--Ask the students on what they know about proverbs.
--Ask for their awareness in the words in the visual thesaurus.
Discuss about proverbs.
--Have the students read the sample proverbs.
1. Do not put off for tomorrow what you can do for today.
2. A broom is sturdy because its strands are tightly bound.
-Ask the students to give their thoughts about the proverbs and to give a sample of
proverbs.
 E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
--Ask students to do Your Initial Task 3. Similar or Opposite? in LM page 4
--Have the students read Your Text “Words of Wisdom” in LM pages 4-7
Processing Questions:
1. What are proverbs?
2. Who is regarded as the Mother of Folk Literary?
3. What are the distinguishing features of proverbs?
4. How did Damiana Eugenio classify proverbs?
--Have the students do YOUR DISCOVERY TASKS
Task 1. Locate, Reflect, Evaluate!
Task 2. Classify!
Choose one proverb from the list and give your thoughts about it. Explain
how you can use as guide in your life.
Asks:
1. How do proverbs help us to connect to the past?
2. Why proverbs are considered part of the literature of a culture?
3. What purpose did they serve especially during the pre-colonial period?
Go back to Task 1-True or False, validate students’ answers.

J. Additional activities for
application or remediation
V. REMARKS
Choose one proverb and explain its meaning in two to three sentences.
1. A person who does not remember where he or she came from, will
never reach his or her destination.
2. The pain of the little finger is felt by the whole body.
3. Knowledge is wealth that cannot be stolen.

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
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 worked 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 use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
C. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
June 7, 2018 – Thursday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
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.
The learner transfers 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.
EN7LT-I-a-1: Discover literature as a means of connecting to a significant
past.
 Describe the different literary genres during the pre-colonial period.
 Identify the distinguishing features of proverbs, myths, and legends.
EN7VC-I-a-8:Use structural analysis to determine the meaning of
unfamiliar words or expressions from the material viewed
Selected Proverbs
Literary Selection: Words of Wisdom by Damiana Eugenio
6
3, 4-8
English for the 21st Century pp 15-17
Review:
1. What are proverbs?
2. Who is regarded as the Mother of Folk Literary?
3. What are the distinguishing features of proverbs?
4. How did Damiana Eugenio classify proverbs?
--Have the students do YOUR DISCOVERY TASKS
Task 1. Locate, Reflect, Evaluate!
Task 2. Classify!
 G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Choose one proverb from the list and give your thoughts about it. Explain
how you can use as guide in your life.
Asks:
1. How do proverbs help us to connect to the past?
2. Why proverbs are considered part of the literature of a culture?
3. What purpose did they serve especially during the pre-colonial period?
Go back to Task 1-True or False, validate students’ answers.

J. Additional activities for
application or remediation
V. REMARKS
Choose one proverb and explain its meaning in two to three sentences.
1. A person who does not remember where he or she came from, will
never reach his or her destination.
2. The pain of the little finger is felt by the whole body.
3. Knowledge is wealth that cannot be stolen.

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
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 worked 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 use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________

Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
Butansapa NHS Grade Level 7
Josenia P. Constantino Subject English
June 8, 2018 – Friday Quarter 1
7:30-8:30 (Opal) / 8:30-9:30 (Gold)
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.
The learner transfers 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.
EN7G-I-a-11: Observe correct subject-verb agreement.
S-V Agreement:
Basic rule
S-V Agreement with intervening expressions
11
9
English for the 21st Century pp. 18-19
--Have the students study the examples:
1. Damiana L. Eugenio works to preserve proverbs.
2. Other scholars also work to preserve proverbs.
--Have the students share thoughts about the two sentences.
-Ask on what they know about the agreement of the subject and verb based
on the two sentences.
-Present the basic rule in subject-verb agreement
-Provide examples
(See attachment)
Discuss and explain the basic rules.
Practice the new skill.
--Discuss the basic rules in subject and verb agreement and rule with
intervening expression
--Show example
--Provide activity sheet.
Group Work
Have the students Do Task 4. Are You Sure? LM page 10.
 G. Finding practical applications Small Group Work
of concepts and skills in daily Using the information that the chart below provides, write two sentences
living that observe the subject-verb agreement rule for each of the cases listed. Use
a half sheet of paper for your answers.

Example: Simeon L. Cruz, with his nine students and two translators has gathered 245 proverbs
from Northern Luzon.

Intervening phrase

Intervening clause

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
--What do you need to remember when an intervening expression is in between the
subject-verb?
--How does your knowledge of S-V agreement with special rule on intervening
expression help you to communicate effectively?
Have the students answer the quiz.
(See attachment)
See attachment

VI. REFLECTIONS
K. No. of learners who earned
80% in the evaluation

L. No. of learners who require

additional activities for
remediation who scored
below 80%
M. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson?
N. No. of learners who continue
to require remediation

O. Which of my teaching
strategies worked well? Why
did these work?
P. What difficulties did I
encounter which my
 principal or supervisor can
help me solve?
Q. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head

Date_______________ Date_________________ Date______________