School Angeles Luistro Integrated Senior Grade Level

Grade 7
High School
Teacher APRIL R. DIMAYUGA Learning Area ENGLISH
Teaching Quarter
Grades 1 to 12 Dates and June 29, 2019/ 8:10-9:10 am First
Daily Lesson Log Time

MONDAY
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 assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES 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.

A. Content Standard 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 The learner transfers learning by: showing appreciation for literature of the
Standard 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 EN7V-I-a-22: Distinguish between slang and colloquial expressions in

Competencies/Objectiv conversations
es EN7V-I-a-22.1: Distinguish features of colloquial language (fillers,
contractions, etc.) and slang.

Objectives:
1. Distinguish features of colloquial language (fillers, contractions,
etc.) and slang.
2. Differentiate slang and colloquial expressions in conversations
3. Practice colloquial expressions through an impromptu dialogue

Content is what the lesson is all about. It pertains to the subject matter that the teacher
II. CONTENT
aims to teach. In the CG, the content can be tackled in a week or two.
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain
RESOURCES 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.

A. References

1. Teacher’s Guide pp. 14

pages
 2. Learner’s Material PP. 35-36
pages
VI. PROCEDURES CONSTRUCTIVISM APPROACH (Direct Instruction)
A. Reviewing previous
lesson or presenting the  WHAT’S THE QUESTION?
new lesson. The teacher will give the explanation or the
answers first, and then the students are the
ones who will give the corresponding
question being answered by the teacher. This game forces the
students to think
1. Proverb is also known as words of backwards a little, so in
I used the knowledge
wisdom. they must provide good
ICT integration by using
2. Salawikain questions.
cell phone in this activity
3. Grandparents/ ancestors in exchanging messages.
4. A man is the richest if he is contented
even with little.

B. Establishing a CONSTRUCTIVISM APPROACH (Activity-Based)

purpose for the lesson
 TXT ME NOW…
The teacher will ask for two students
from the class to come in front. The students
will exchange messages using cell phone. They
will text each other.

C. Presenting Examples/ INTEGRATIVE APPROACH (Thematic Teaching &

instances of the new Learning by Design)
lesson I used the integration of
QUESTION:
literacy through the
answers from the
What can you
students. They will
say about the construct sentences in
picture? answering the
What have questions.
you observe in the picture?

D. Discussing new INTEGRATIVE APPROACH (Thematic Teaching &

concepts and practicing Learning by Design)
new skills #1
 TEXT SPEAK!
Directions: Acronyms are combination
of letters and numbers that stand for certain
words or phrases. They are often used in instant
messages, informal emails, and text messages.
Which of the common acronyms below do you
know?
E. Discussing new COLLABORATIVE APPROACH (Think-Pair-Share) In this part of the
concepts and practicing
lesson, I integrate the
new skills #2  WE SLANG!
Filipino subject. The
With a partner, study the Tagalog slangs
students are able to
below. Tell the meaning,then be ready to give
an example scenario in using it. familiar with some of
the registers that
being used and
discussed in the said
subject.

F. Developing mastery INQUIRY-BASED APPROACH (Cyclic Inquiry Model &

(Leads to Formative the Practical Inquiry Model)
Assessment 3)
 ASK ME WHY?
Why do Authors use Colloquialism?

G. Finding practical COLLABORATIVE APPROACH (Jigsaw Method) In this part of the

applications of concepts
lesson, I integrate the
and skills in daily living  TALK NOW! (Group Activity)
subject ESP. The
The teacher will divide the class into
students are able to
8 groups. Each group will be given assigned
people (or types of people) they interact enhance their moral
with regularly. values in terms of
Group 1- Parents talking with someone.
Group 2- Siblings And the essence of
Group 3- Grandparents being courteous
Group 4- Classmate whoever they want to
Group 5- Teachers talk to.
 Group 6- Close Friend
Group 7- Passengers on a bus
Group 8- Barangay Captain
H. Making INQUIRY-BASED APPROACH (Cyclic Inquiry Model &
generalizations and the Practical Inquiry Model)
abstractions about the
lesson

I. Evaluating learning INTEGRATIVE APPROACH (Content-Based

Instruction)

 S/C NOW!
IDENTIFYING SLANG AND COLLOQUIAL
WORDS/EXPRESSIONS.
DIRECTIONS: Write S if the given
words/expressions are slang and C if the given
words/expressions are colloquial.

1. wanna 6. Wagi!
2. ginormous 7. havey
3. lol 8. frenemy
4. gonna 9. papsi
5. What’s up? 10. txt
J. Additional activities CONSTRUCTIVISM APPROACH (Thinking Skills) I gave homework to
for application or strengthen new
homework  PAIR UP! (Homework) knowledge acquired by
the learners .

VII. REMARKS

VIII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 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 materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Noted by:

APRIL R. DIMAYUGA ANTONINO S. PALAGANAS
Teacher I Teacher In Charge