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

DAILY LESSON LOG
WEEK 5
I. OBJECTIVES:
A. CONTENT STANDARD
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 Resources (LR) portal
B. Other Learning Resources
(Learning Plan)
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Teacher
Teaching Dates and Time
MONDAY
The learner demonstrates
communicative competence
through his/ her
understanding of Philippine
Literature and
other texts types for a
deeper appreciation of
Philippine Culture.
Use the passive and active
voice meaningfully in varied
contexts.
EN7G-III-c-2
Passive and Active Voice
PowerPoint Presentation
Activity Sheet
In determining the voice of the
verb note that in the active
voice the subject of each
sentence is the doer of the
action. The subject performs
the action expressed by the
verb. In the passive voice the
person or thing denoted by the
subject is the receiver of the
APRIL JOY VALDEZ GUEVARRA
SEPTEMBER 19-23, 2022
TUESDAY
The learner demonstrates
communicative competence
through his/ her
understanding of Philippine
Literature and
other texts types for a deeper
appreciation of Philippine
Culture.
Use the passive and active voice
meaningfully in varied contexts.
EN7G-III-c-2
Passive and Active Voice
PowerPoint Presentation
Activity Sheet
Take note that the subject in the
Active Voice is the doer of the
action. In the Passive Voice the
subject receives the action
expressed by the verb.
Learning Area ENGLISH
WEDNESDAY
The learner demonstrates
communicative competence
through his/ her understanding
of Philippine Literature and
other texts types for a deeper
appreciation of Philippine
Culture.
Use the passive and active voice
meaningfully in varied contexts.
EN7G-III-c-2
Passive and Active Voice
PowerPoint Presentation
Activity Sheet
Remember, the Active voice is
useful in fiction to create vivid
images and move the plot along,
but it is also important in academic
writing. It is more often used than
the passive voice. Using the Active
Voice in your writing means that
the subject of the sentence comes
first and performs the action. Using
Quarter FIRST QUARTER
THURSDAY FRIDAY
The learner demonstrates Independent Cooperative
communicative competence Learning
through his/ her understanding
of Philippine Literature and
other texts types for a deeper
appreciation of Philippine
Culture.
Use the passive and active voice
meaningfully in varied contexts.
EN7G-III-c-2
Passive and Active Voice
PowerPoint Presentation
Activity Sheet

B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment
3)
action.
As a learner tracker, you need
to determine the relationship of
the subject and the action
(verb) in the active and
passive voice. You need to
trace the pattern and the
changes that take place when
the active voice is changed to
the passive voice or vice
versa.
When a verb is changed from
the active voice to the passive
voice in a sentence, three
changes take place.
To become a great tracker,
you must also know how to
form the tenses of the verb of
a passive voice when you
change the verb from the
active voice to the passive
voice.
The Passive Voice always
consists of two parts: a form of
the verb “to be” (be verbs) +
past participle of the given
verb.
Study the sentences below
paying attention on the details
given.
Let us see if you can now identify
whether the following sentences
are in the Active or in the
Passive Voice. Write AV for
it also will result in shorter, sharper
sentences that are easier for the
reader to follow. This makes your
writing clearer and aids the reader
in visualizing what’s happening
especially when you use vivid
action verbs.
Meanwhile, in the Passive Voice
the emphasis changes to the object
of the sentence or the things that is
acted upon and often removes the
subject entirely. The Passive Voice
is especially helpful in scientific or
technical writing and lab reports,
where the actor is not really
important but the process and
principles being described is of
importance.
Directions: Based on the hint from Directions: Read the sentence in
Activity 1, identify the sentences as each number carefully. Underline
Active Voice or Passive Voice. the subject and circle the verb.
Circle the word that corresponds to Then identify whether the
 Active Voice and PV for Passive your answer. sentence is in the Active Voice or
Voice. Write your answer on a Passive Voice.
separate sheet of your paper.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Directions: Fill in the missing
verbs in the active and passive
voice to complete the changes of
the verb in the sentence.

Directions: Rewrite the sentences

from Active Voice to Passive
Voice and vice-versa.
J. Additional activities for Directions: Write a five-sentence
application or remediation paragraph about your lock down
experience at home due to
COVID 19 pandemic. The topic
sentence is provided for you. Use
sentences in the Active and
Passive Voice.
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
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
APRIL JOY V. GUEVARRA
Teacher III
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:  Examples: Demonstrations, media,
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  Examples: Student created drawings,
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Checked & Reviewed by:
ELVIRA E. ABELLA
Head Teacher III
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  peer teaching, and projects.
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  opportunities.
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
___Contextualization:  peer teaching, and projects.
manipulatives, repetition, and local
___Text Representation:  opportunities.
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Approved:
BERNADETTE O. UMAYAM
Principal IV
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
___Contextualization: 
Examples: Demonstrations, media,
manipulatives, repetition, and local
___Text Representation: 
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method