School: SAN JOSE INTEGRATED SCHOOL Grade Level: VII

GRADES 1 to 12 Teacher: HEIDEE S. MATIAS Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: Quarter: Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
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: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful
listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.

B. Performance Standards: The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal
and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7RC-III-e-2.8: Make EN7RC-III-e-2.8: Make EN7VC-III-e-14: Make a EN7OL-III-h1.3.1: Raise sensible,
predictions about the text predictions about the text stand on the material challenging thought provoking
viewed questions in public forums/panel
discussions, etc.
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.

II. CONTENT Formulating Predictions Formulating Predictions Making a Stand Making a Stand

III. LEARNING 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
RESOURCES as well as paper-based materials. Hands-on learning promotes concept development.
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
K to 12 Curriculum G (May,
2016), p.158-159
Lesson Exemplars for
Grade 7
Powerpoint, tv,activity sheets
K to 12 Curriculum G (May,
2016), p.158-159
Lesson Exemplars for
Grade 7
Powerpoint, tv,activity sheets
K to 12 Curriculum Guide
(May, 2016) p. 158
Lesson Exemplars for
Grade 7
Powerpoint, tv,activity sheets
K to 12 Curriculum G (May,
2016), p.158
Lesson Exemplars for Grade 7
Powerpoint, tv,activity sheets

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
MONDAY
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.
Research in listening has shown
that good listeners are good
predictors. With this lesson, you
will become better predictors and
listeners as well. In addition, you
will be encouraged to predict the
content of what you are about to
hear.
Great Predictor! Directions:
Watch the resident Feng Shui
expert of Umagang Kay Ganda,
Master Hanz Cua, as he gives his
forecast for the different Chinese
zodiac signs. Listen carefully and
take note of what he said for
your zodiac sign. Use the space
provided below for your notes.
Then, answer the given question.
What do you think is a forecast?
Do you believe on what Master
Hanz said?
TUESDAY WEDNESDAY THURSDAY FRIDAY
What is prediction? What is a stand? How to make a
stand?
What does it take to stand up Discussion of the topic.
for an idea? Why do some
people choose to take action
to address a wrong, while
others choose to stand by and
watch? This lesson invites you
to reflect on times when
individuals chose to take
stand, and to also consider
how these examples relate to
your own lives.
Activity. Parody Ads! Directions:
Advertisement is just one way
of portraying a particular view
of an issue, situation or
product. Look at the two print
advertisements below and
answer the questions the
follow.
Discussion of activity . Gambling, Truth or Myth? Additional activity about making a
Directions: The teacher will be stand.
reading some statements
about gambling, one at a time.
Once you heard it, go to the
corner that best represents
how much they agree or
disagree with that statement
(e.g., yes, definitely). After
you have made you decisions,
discuss with the others in their
corner why you chose to stand
where you are. Have a
representative from each
group share
1 the reasons for your
decision. Afterwards, share
 with the class whether the
statement was true or a myth,
and discuss.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
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.
Prediction or Advice? Why gamble? Directions:
Directions: Here is the Brainstorm reasons that
horoscope for different people. people gamble.
Classify the horoscope into two
categories: Prediction (P) and
Advice (A).

F. Developing Mastery Question: 1. What do you Give examples of prediction or

(Leads to Formative Assessment think is a prediction? advice? 2. advice.
3) How can you differentiate one
from another? 3. What other
situations/scenarios do we use
predictions?

G. Finding Practical Applications Let‟s See! Directions: Each
of Concepts and Skills in Daily picture/keyword tells you about
Living something that will be in the
text. Use the pictures and
keywords below to make
predictions about the text.
Bust-an-Ad! Directions: You
are the editor of a popular
magazine. Your challenge is
to create an ‗Adbuster‘ in
order to educate teens like
you about the risk of
gambling. Your goal is to
examine advertisements that
glamorize gambling in order
to identify the messages that
Participate Panelist! Directions: Read
the following pointers for a panel
discussion: 1. Each group will act as
panel and sit in front of the class to
discuss a statement. Each panel
member must say something about it.
2. The rest of the class will act as the
audience. 3. One member of the panel
will act as a chairperson to keep the
discussion going and moderate the

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI.REMARKS
MONDAY
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.
Use it! Directions: Look at the
useful phrases for making
predictions. With a partner,
think of situations and form
your predictions with the given
starters.
Identify if it is a prediction or
an advice.
influence teenage gambling. exchange of ideas. 4. A panel secretary
Your ‗Adbuster‘ will make will take down notes during the
fun of the advertisement in discussion. At the end of the panel
order to educate teens to the discussion, the secretary will make a
real danger of gambling. You summary of the most important ideas
will be scored on this task brought out and the conclusion agreed
using the rubric. upon. 5. The discussion should be
limited to give time to members of the
class to ask questions on points which
need clarification. 6. Remember that
the purpose of the panel discussion is
to collect opinions, ask questions,
clarity of ideas, and indicate
commitments.
TUESDAY WEDNESDAY THURSDAY FRIDAY
Advocate of Change!
Directions: From the
discussion on gambling,
analyze the print
advertisements below and
answer the question.
Dictogloss! The teacher will play
a recorded text. In this activity,
you will do a Dictogloss, which
requires the use of
comprehensive listening skills.
Follow the instructions below:
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 use/discover which
I wish to share with other teachers?

PREPARED BY: NOTED BY:

HEIDEE S. MATIAS LIGAYA T. CASTILLO
Teacher I Principal I