School: CABATUAN INTEGRATED SCHOOL Grade Level: VII

GRADES 1 to 12 Teacher: SHELLA MAR D. BARCIAL Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Week 4 Quarter: FIRST

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: 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:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using
appropriate reading styles; participating in conversations using appropriate contextdependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in various situations; and
observing correct subjectverb agreemen
EN7V-I-c-10.2: Use EN7V-I-c-10.2: Use EN7LC-I-d-5.1: Listen for EN7OL-Id-1.14.3: Use the correct
important points signaled by stress (primary, secondary, tertiary
appropriate idiomatic appropriate idiomatic volume, projection, pitch, stress, and weak) when reading passages
expressions in a variety expressions in a variety intonation, juncture, and rate of
speech
of basic interpersonal of basic interpersonal
communicative situations communicative
situations.
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.
Idiomatic Expressions
Idiomatic Expressions Stress Stress

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
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.
K to 12 Curriculum G K to 12 Curriculum G
(May, 2016), p. 148 (May, 2016), p. 148
Palomar, L. A. & Palomar, L. A. & K to 12 Curriculum G K to 12 Curriculum G
Pimentel, K. R. (2016). Pimentel, K. R. (2016). (May, 2016), p. 148 (May, 2016), p. 148
Interactive English 7. Interactive English 7. Learner‘s Material (1st) Learner‘s Material (1st)
Philippines: Jemma, Inc. Philippines: Jemma, p. 21 p. 21
Inc.
Alcober, E. A. et.al. Alcober, E. A. et.al.
(2000). English Arts I. (2000). English Arts I.
Quezon City: JTW Quezon City: JTW
Corporations Corporations
 4. Additional Materials from
Learning Resource (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
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
Worksheets Worksheets Worksheets Worksheets
Copies of ―Book of Copies of ―Book of Audio Inputs Audio Inputs
Idioms‖ Rubric Idioms‖ Rubric
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Express the meaning Identify the changes in Use the proper stress
Identify and explain the meanings of of idioms through meaning of words as the (primary, secondary,
common idioms tertiary and weak) when
sentences stress changes reading passages
Use appropriate
Enhance understanding of
idiomatic expressions
stress through speaking
in communicative exercises
situations
Idioms in Shift the Meaning! Stressing! Directions:
Directions: Every Conversations! Directions: You will be Try pronouncing the
language and culture has Directions: Study the assigned to read the following words with a
its own set of idioms, and following lines below. sentence below. ―I correct stress.
the Filipinos have their Then, be ready to love my sister.‖ ―I love
own as well. Look at the answer the questions. my sister.‖ ―I love my
example Filipino idiom sister.‖ ―I love my
below and try to give its sister.‖  What did the
literal English translation speaker want to
emphasize?  How
does the meaning shift?
Short Skit! Directions:
Pinoy Idioms! Directions: Idioms also Create a skit that
display the culture of a certain group of
people. In the list below, give the meaning demonstrates how a
of the popular Filipino idioms. misinterpreted idiom
could cause some
pretty funny or
disastrous results. For
example, a doctor in an
operating room asking
for "a hand"?

IV.PROCEDURES
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
V. PROCEDURES
H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Analysis Discussion
Word Stress! Directions: Questions:  Why do
Listen to ―Allen‘s we have to use stress
Announcement‖ then in speaking?  What
underline the part of the differences did you
word (the syllable) that notice in stress when
is stressed in each word the words are used in
you hear. a specific context?
Switch it! Directions: The Book of Idioms! With Feelings! Directions: Use the right stress to
Enhance your understanding of
Replace each italicized A publishing house pronounce the
stress by doing the following
idiom with its meaning. is interested in exercises with your teacher and following two- and
classmates.
Choose your answers from publishing a book three-syllable words.
the box about the most
common idioms that
appear in language
nowadays. Your
team has been
commissioned to do
the research and the
writing for that book.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
.
Listen for Weak! Put a Stress!
Directions: Practice Directions: Put the
understanding English stress on the
 at normal underlined word and
conversational speed, identify its function in
when weak forms are the sentence
used. Listen to a
conversation twice.
The first time you will
listen with attention.
The second time, you
will fill in the blanks in
the passage with the
full forms of the words
that you hear

J. Additional Activities for

Application or Remediation

VI.REMARKS

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
VII. REFLECTION the students learn?
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:

SHELLA MAR D. BARCIAL Noted:

Teacher I
JOHNSON E. CABANGON
Principal II