School: PARADA NATIONAL HIGH SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
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
Grade Level: VII
Teacher: DARWIN E. FABILLAR Learning Area: ENGLISH
Teaching Dates and Time: WEEK 1 Quarter: First
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies, and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
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 thee prosodic features of speech effectively in various situations; and
observing correct subject-verb agreement.
RC1a: Use predictive and VD1a: Determine words or OL1a: Use appropriate volume and GS1a: Observe rules on subject-verb
anticipatory devices/tasks expressions in a selection that are enunciation that meet the needs of an agreement.
to activate prior knowledge similar or opposite. oral communication situation.
about the topic of RC1b: Use information presented in GS1a: Observe rules on subject-verb
reading/viewing selection. a reading or viewing selection to agreement.
LC-1-a: Listen for important infer, to evaluate, and to express
points signaled by volume, critical ideas.
projection, pitch, stress,
intonation, juncture and
rate of speech.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Introduction to Synonyms and Antonyms Passages, Dialogues about Subject-Verb Agreement
Philippine Folk Words of Wisdom/ Proverbs Philippine Folk Literature
Literature/ Proverbs Subject-Verb Agreement
Recorded Speech and
Dialogue
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
Pages 5-6 Pages 6-7 Pages 7-10 Pages 10-11
Pages 3-4 Pages 4-8 Pages 8-9 Pages 9-10
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 Lesson
D. Discussing New Concepts and
Practicing New Skills #1
CD/USB recording of listening inputs, copies of pair listening task, charts
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
(10 min.)
 An introduction on
Philippine Folk Literature
 Have the students express
if the statements in Task 1
are True or False based
on what they know
(10 min.)
 Ask students to find partner
to exchange ideas
 Discuss some of the
responses
(5 min.)
 Ask the students/ learners
to give examples of
Proverbs
 Encourage them to explain
the given answers
(15 min.)
 Have the students listen to
three taped description of
Philippine folk literature
twice
 Ask students to make
inferences about what was
listened to the recording
 Have them complete the
grid (they should be
provided with a grid as
they listen to the
recording)
(5 min.) (5 min.) (5 min.)
Review of the previous Review of the previous Lesson Review of the previous Lesson
Lesson
(5 min.) (5 min.) (5 min.)
Our folk literature is Communication is a two-way Grammar is the way in which
very rich. Our process. The speaker and the words are put together to form
ancestors’ wisdom as listener play important roles in order proper sentences. In linguistics,
reflected in our to understand each other. And so, grammar is the set of structured
salawikain or sawikain when someone speaks, consider rules governing the composition
from different regions proper enunciation and volume with of clauses, phases and words in
proved that. correct grammar. any given natural language.
(What consist folk (How can we effectively convey our (Why should we consider
literature?) thoughts to others?) grammar in communicating with
others?)
(5 min.) (5 min.) (10 min.)
Examples be given Pass the message relay as a game  What makes a sentence?
is fun but requires wit in passing the  What is a singular and/or
message clearly to others. plural subject?
 What is a singular and/or
plural verb?
(10 min.) (15 min.) (10 min.)
 Have the  Have the assigned students read  Present the version of
students a given set of different passages the paragraph that shows
accomplish which should not be divulged grammatically correct
Task 3 (Similar immediately sentence
or Opposite)  Have each student read quietly  Have students make
 Explore their the assigned passage and generalizations
awareness of formulate three questions to ask concerning rule on
a Thesaurus his/her partner after reading it subject-verb agreement
as a helpful aloud
tool in learning  Focus on the influence of volume
Synonyms and and enunciation to understand the
Antonyms message
 Model the proper oral reading of
each of the two passages.
E. Discussing New Concepts and
Practicing New Skills #2
(5 min.)
Elicit student generalizations
that differences in voice
levels and speech pattern
affect our understanding of
what we listen to
F. Developing Mastery
G. Finding Practical Applications of (5 min.)
Concepts and Skills in Daily Living Have students share his/her
chosen Proverb and explain it
briefly
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning (10 min.)
 Ask the learners of
their impressions of
folk literature
*Find time for the Learners
Socialization since it is their
first day
 Assign the reading
selection for home
reading “Words of
Wisdom”
(15 min.) (15 min.) (15 min.)
 Let the students  Discussing about the important Have students perform Task 4.
locate information considerations when listening to Direct them to analyze the
in the selection to people who are speaking. List sentences. Write Correct if the
determine whether them on the board. given sentence is grammatical
each statement is  Have the learners listen twice to a and rewrite the sentence if it is
True or False short dialogue, instruct them to ungrammatical
(Task 1 Locate, write their observations and notes
Reflect, Evaluate) on the sample table as posted on Process the answers of the
the board. Individually, answers students
 Use Damiana will be written on a sheet of paper.
Eugenio’s system  Processing the dialogue
to classify Proverbs  Examining a paragraph containing
sentences with common errors in
subject-verb agreement
(5 min.) (5 min.) (10 min.)
Use Damiana  Summarizing the features of Using the information that the
Eugenio’s system to oral language chart provides in Task 5, write a
classify Proverbs  Identifying if the given sentence that observe the
sentences are grammatically subject-verb agreement rule for
correct/ wrong. each of the cases listed
(5 min.) (5 min.)
A brief explanation to Call on some students to read a
some given Proverbs short passage as prepared by the
teacher
(5 min.)
 How helpful are
Proverbs?
 Do they serve as
good reminders
suggesting specific
action, behavior or
judgement? Why or
why not?
(5 min.) (5 min.) (5 min.)
 Play a word game,  Have the students read short  Apply what they have learned
having students call passage, applying the about the SV agreement, ask
out Synonyms or fundamentals of proper oral each student to write on a
Antonyms after reading sheet of paper two ideas:
hearing words  Provided with five 1. Are Proverbs just a thing
being given sentences, write C (correct) of the past?
 In a sentence or if it is grammatical, and I 2. Why should our Proverbs
two, explain “Do not (incorrect) if it is be preserved?
put off tomorrow ungrammatical.  Homework (Library Based)
what you can do for Locate the items found in the list
today” in the appropriate sections of
the Library. See “Your Final
Task”.
 J. Additional Activities for
Application or Remediation
FIRST DAY OF CLASS – The class will do the “Getting to Know Each Other” activity before starting the discussion.
IV. REMARKS On Wednesday – There will be no classes because of the “Eid al-fitr”
Studying Philippine Folk Literature connects the students to the past and makes them realize how important it is.
V. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require None
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 None
require remediation
E. Which of my teaching strategies Discussion first, then activity is also found out to be very effective since students in this generation has a very limited attention span. Also by giving more examples.
work well? Why did these work?
F. What difficulties did I encounter None
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover None
which I wish to share with other
teachers?

Prepared by: Inspected and Checked by:

DARWIN E. FABILLAR ROSALINA P. ARCEGA MARISSA O. RAMOS

Subject Teacher Head Teacher III- English Principal IV