DLL2223 Eng7.2.5

GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 7
DAILY LESSON LOG Teacher APRIL JOY VALDEZ GUEVARRA Learning Area ENGLISH
Teaching Dates and Time DECEMBER 5-9, 2022 Quarter SECOND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 5
DECEMBER 5, 2022 DECEMBER 6, 2022 DECEMBER 7, 2022 DECEMBER 8, 2022 DECEMBER 9, 2022
I. OBJECTIVES:
A. CONTENT STANDARD The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture.
B. Performance Standards
C. Learning Competencies / Research a topic with support Research a topic with support Research a topic with support Research a topic with support
Objectives using two or three sources using two or three sources using two or three sources using two or three sources
Write the LC code for each provided, e.g. newspapers, provided, e.g. newspapers, provided, e.g. newspapers, provided, e.g. newspapers,
website, video, images, website, video, images, podcast, website, video, images, podcast, website, video, images, podcast,
podcast, print based material print based material (EN7VC-IV- print based material (EN7VC-IV-c- print based material (EN7VC-IV-
(EN7VC-IV-c-15) c-15) 15) c-15)
II. CONTENT Researching A Topic: Made Researching A Topic: Made Researching A Topic: Made Easy HOLIDAY Researching A Topic: Made
Easy Easy Easy
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
(Learning Plan)
IV. PROCEDURES
A. Reviewing previous lesson or In the previous lesson, you When was the last time you Sometimes you feel bad if you are This new lesson offers you a
presenting the new lesson learned to navigate a website considered yourself brave, as in given a task requiring research source of wealth – a wealth of
using essential brave enough to work. Yes, opportunity. You
features like headings and research for a topic that was having the said feeling is normal are now handed with the
links. You also learned that assigned to you? but not getting over is a miserable opportunity to learn the reliable
navigation is essential story to tell. sources needed for
because it helps people whatever topic designed to you.
search with ease. This is your passport for a life-
changing flight called
‘researching a topic’.
B. Establishing a purpose for the You have to remember that
lesson good navigation let other
people enjoy your site in
a long period of time. Thus,
good navigation brings
confidence as they know what
they are exploring.
C. Presenting Let us try to determine if you
examples/instances of the new learned well in the previous
lesson lesson. Write T if
the statement is true and F if it
is false.
D. Discussing new concepts and Gone are the days when The fact that reliable resources
practicing new skills #1 researching a topic is regarded such as newspaper, website,
as a difficult task. video, images, podcast,
and even print based materials
are widely available, researching
a topic can be your new hobby.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Arrange the jumbled letters to
(Leads to formative assessment provide what is asked in the
3) following
statements.
G. Finding practical application Below are words that describe Using the Venn diagram, compare
of concepts and skills in daily each source. Words in column A and contrast the following.
living describe
the sources used in researching
a topic in column B.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Look for a topic that is related to
your COVID – 19 pandemic
experience.
Consider the challenges you
encounter in facing the new
normal in education. You
can have your newspaper,
website, video, images, podcast,
and even print based
materials as your references.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION _____% of learners who _____% of learners who earned _____% of learners who earned _____% of learners who earned _____% of learners who earned
earned 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation. 80% in the evaluation.
A. No. of learners who earned B: B: B: B: B:

80% in the evaluation G: G: G: G: G:
Total: Total: Total: Total: Total:
B. No. of learners who require Yes. No. Yes. No. Yes. No. Yes. No. Yes. No.
additional activities for B: B: B: B: B:
remediation G: G: G: G: G:
Total: Total: Total: Total: Total:
C. Did the remedial lessons B: B: B: B: B:
work? No. of learners who have G: G: G: G: G:
caught up with the lesson. Total: Total: Total: Total: Total:
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 Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
anticipatory charts. anticipatory charts. charts. charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. ___Contextualization: projects. projects.
___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
media, manipulatives, repetition, manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
and local opportunities. opportunities. ___Text Representation: opportunities. opportunities.
___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
Speaking slowly and clearly, slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the slowly and clearly, modeling the
modeling the language you want language you want students to use, and providing samples of student language you want students to use, language you want students to use,
students to use, and providing and providing samples of student work. and providing samples of student and providing samples of student
samples of student work. work. work. work.
Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies
used: used: ___ Explicit Teaching used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh
play play activities/exercises play play
___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises ___ Diads activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Role Playing/Drama ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method Why? ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Lecture Method
Why? Why? ___ Availability of Materials Why? Why?
___ Complete IMs ___ Complete IMs ___ Learners’ eagerness to learn ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Availability of Materials
___ Learners’ eagerness to learn ___ Learners’ eagerness to learn collaboration/cooperation ___ Learners’ eagerness to learn ___ Learners’ eagerness to learn
___ Group member’s ___ Group member’s in doing their tasks ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks of the lesson in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson
Prepared by: Checked & Reviewed by: Approved:
APRIL JOY V. GUEVARRA ELVIRA E. ABELLA BERNADETTE O. UMAYAM

Teacher III Head Teacher III Principal IV

DLL2223 Eng7.2.5

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GRADES 1 to 12 School SUBIC NATIONAL HIGH SCHOOL Grade Level GRADE 7

A. No. of learners who earned B: B: B: B: B:

Prepared by: Checked & Reviewed by: Approved:

APRIL JOY V. GUEVARRA ELVIRA E. ABELLA BERNADETTE O. UMAYAM

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