School: Grade Level: Grade 7

Grade 1 to 12 Teacher: Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter (Lesson 1)
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.

EN7WC-Iva-2.2, EN7WC-Iva-2.8. EN7RC-Iva-3.2, EN7RC-Iva-12.3, EN7LC-Iva-8.1, EN7VC-IVa6.1

LC1a & LM p. 50 # 1 EN7RC-Iva-3.2, EN7LC- I Am a Filipino
c. Learning Competencies/Objectives Iva-8 EN7WC-Iva-2.8.4 EN7G-Iva-4, EN7WC-Iva-2.8.4
I Am a Filipino by Carlos P.
Write the LC code for each Romulo by Carlos P.
Romulo(Identifying Parts of an
Essay Writing (Input and Essay)Parts of an
II. CONTENT: Pre-Test Exercise) Writing Meaningful Journal (Identifying Outlining an essay
Essay)
III. Learning Resources:
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
Journeying through
Literature and Language
3. Textbook pages 1, pp. 192-193 Venture in Communication 1

4. Additional Materials from learning Resources (LR) portal

Topic Sentences, essay

B. Other Learning Resources writing guidelines sample journal entry

IV. PROCEDURES:

Students are shown two

statements and will The students will have an
A. Reviewing previous lesson or presenting the new lesson answer thought- Recapitulate what an essay writingexample
is of a reflection based
provoking questions on a journal entry

Prepared by: _____________________________________(Teacher) Checked by: ______________________________________(Principal)

 Photos about economic
Overview and status, poverty, poverty
B. Establishing a purpose for the lesson instructions about the will be viewed by the Out from the given reflection,
lessons students the students will be introduced
with the parts of an essay. The
said parts will be consolidated
and rationalized
The class will be asked Enrich students' vocabulary by
with motive questions giving synonyms to the
C. Presenting examples/instances of the about the photos they keywords from the topic
have seen
Define what an essay
writing is and what are
the questions that an
individul may ask to Out from the given keywords,
know what must be
D. Discussing new concepts and practicing included in their essay
questions will be asked about
the topic
(http://www2.le.ac.uk/
offices/ld/resources/wri
ting/questions-to-ask-
of-your-essay-content)

Based on the clues

presented, write a The students will be given time
meaningful journal to read the selection with the
E. Discussing the new concept and practicing new entries which will be guide question: What makes up
graded based on the a Filipino?
given criteria

The students will be tasked to

evaluate or examine one of the
Comprehension question will be
F. Developing Mastery Philippine Essay written by Jose
asked
Rizal,MY home based on the
given guided questions

The students will write an The students will be asked about:

essay about the information A: Interpreting the text questions
which they will unclude on B. Challenging the text questions C.
their journal entry for a week Crossing Authors' Mind
G. Finding practical aplications of

Students will be tasked to view

H. Making generalizations and abstraction What is an essay writing? about the famous personalities and
will be asked who's the most
Filipino-looking icon. They must
describe each picture and focus on
their physical attributes
The students will be given with
sentences wherein they must
arrange it according to the The given essay will be dissected
I. Evaluating Learning correct sequence. They may according to a thought outline
base their answers from the
given exercises.

Prepared by: _____________________________________(Teacher) Checked by: ______________________________________(Principal)

 The students will be given with
sentences wherein they must
arrange it according to the The given essay will be dissected
I. Evaluating Learning correct sequence. They may according to a thought outline
base their answers from the
given exercises.

The class will be instructed to

go to the given link in order to
practice and master writing an
essay.
J. Additional activities for aplication for remediation http://www.essaypunch.com

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by: _____________________________________(Teacher) Checked by: ______________________________________(Principal)

 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter (Lesson 2)
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.

c. Learning Competencies/Objectives EN7RC-IV-b-10.1 EN7LC-IV-b-8.1 EN7VC-IV-b-6.1 EN7OL-IV-b-1.26 EN7G-IV-b-4

Write the LC code for each

Giving and following instructions Verbal and non-verbal cues

II. CONTENT: and directions
Fantasy vs. Reality Biography Imperatives

III. Learning Resources:

A. References
1. Teacher's Guide pages
Pages 10-12 Page 13 Page 13 Page 14
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
www.eslteachersboard.com www.keydifferences.com/difference-between-verbal-and-non-verbal-communication
www.blog.oup.com Wikipedia.org www.englishlanguageguide.com

B. Other Learning Resources

IV. PROCEDURES:
Do activities that will allow Elicit students motivation Activate students through Present a story of an Do tasks that will request or
students to follow directions through communicating and giving statements that individual command students to do
A. Reviewing previous lesson or presenting the new lesson giving gestures expresses fantasy and something
reality

Let students explain why there is Talk to a student based on Awaken their knowledge of Let students comment on Use commands to a group of
a need to follow instructions his/her experience before having the difference of the story students by using kindly,
going to school fantasy and reality please and will you...

B. Establishing a purpose for the lesson

Discuss how to follow Open up communication Read a story of Fantasy and Give another story of Give sentences that determine
instructions and directions through a dialogue relate this story into reality another individual imperatives

C. Presenting examples/instances of the

 Perform tasks on following Discuss Verbal and Non- Discussing Fantasy vs. Discuss biography Discuss imperatives
instructions and directions Verbal Communication Reality
D. Discussing new concepts and practicing

Identify different kinds of Compare and contrast Cite different persons that Give more examples of
directions and the tips on how to fantasy from reality can be written down with imperative statements
Illustrate the Types of Non-
E. Discussing the new concept and practicing new follow rules
Verbal Communication
biographies

Follow directions by using a Provide examples of non- Identify situations in Let students write their By pair activity on imperatives
F. Developing Mastery guided activity verbal cues in communicating fantasy and situations in own biography
reality

Discuss the importance of Ideintify fake things versus

Develop camaraderie through knowing verbal and non- real things Choose the best write up Create a dialogue using
G. Finding practical aplications of peer- activity in ways of verbal cues and let the owner read imperatives
concepts and skills in daily living following instructions hiw own work

Create a dialogue using verbal Cite story titles and Let audience commend on What’s the use of imperatives
and non-verbal gestures identifyt it as fantasy or the biographies of their in our daily lives?
H. Making generalizations and abstraction Group activity-Treasure Hunting reality classmates

Oral Activity Writing Activity Paper-pen Test Reporting Critiquing

I. Evaluating Learning

J. Additional activities for aplication for remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?
G. What innovation or localized matrials did I use/ discover
which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter ( Lesson 3 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
c. Learning Competencies/Objectives
Write the LC code for each EN7LC-IV-c-2.5 EN7VC-IV-c-15 EN7V-IV-c-23.1 EN7WC-IV-c-1.3 EN7G-IV-c-5
II. CONTENT: Predicting Outcomes Other sources of Information Analogy Graphic Organizer Verbs

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
https:/prezi.com www.skillsyouneed.com Literarydevices.net www.inspiration.com www.english-grammar-
B. Other Learning Resources revolution.com

IV. PROCEDURES:
Allow students to read a Present tv broadcast, radio Do compare and contrast Present a very short story Do tasks that introduce actions
story broadcast , books, newspapers activities
A. Reviewing previous lesson or presenting the new lesson and other reading materials

Let students identify
another end part for the
B. Establishing a purpose for the lesson story read
Read another story and
divide it according to
situations where students
C. Presenting examples/instances of the could predict what will
happen next
Allow students to view and Let students analyze word Arrange the parts of the Let students read sentences
understand informations taken analogies story in a story map and let without verbs
from these resources students organize its
arrangements based on
what comes first
Introduce verbs and include it
on the sentences given
Present simile and Present varied graphic
Show students a television show metaphors organizers
 Discuss citing sources and other Define analogy, simile and Discuss graphic organizers Discuss verbs and its kinds
sources of information metaphor

D. Discussing new concepts and practicing

Discuss on predicting Discuss the types of these Discuss the use of Identify the kinds of Discuss the functions of verbs
E. Discussing the new concept and practicing new outcomes resources analogies graphic organizers and
their uses
Group activity Let students scan on varied Explain statements that Present concept maps and Identify the correct verbs to be
reading materials and convey analogies other diagrams showing used in the sentence
F. Developing Mastery process or situations

Provide a guessing game for Let students do research on a Identify simile and Integrate the use of Do dialogues without the use of
situational stories particular topic using various metaphors diagrams or organizers in verbs
sources their outputs
G. Finding practical aplications of
concepts and skills in daily living
Let students make a stand Do persuasive report on the Compare and contrast Do group activity discussing Let students make
on situations importance of the use of things in their daily life the use and importance of generalizations on the
H. Making generalizations and abstraction resources different graphic organizers importance of verbs in daily
living

Assess students capability Do analogy quiz-what word Identify the correct verb form
to do solutions to given Quiz completes the analogy? Quiz
situations/problems
I. Evaluating Learning
J. Additional activities for aplication for remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter ( Lesson 4 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.

c. Learning Competencies/Objectives
Write the LC code for each EN7RC-IV-d-10.2 EN7LC-IV-d-2.7 EN7LT-IV-d-2.2.2 EN7WC-IV-d-1.1.6 EN7OL-IV-d-1.7

II. CONTENT: General and Specific Statements Sequencing Events Literary Devices Topic Outline Factual and Personal Recounts

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
Study.com>academy>lesson Study.com>academy>lesson Literary-devices.com www.wikipedia.org Bpghsenglish101.wikifoundry.co
B. Other Learning Resources m

IV. PROCEDURES:
Introduce the topic by a pop Activate students minds Let students read Show an example of a topic Introduce factual or personal
quiz on general vs. Specific ideas through arranging possible sentences using different outline and engage students recounts
A. Reviewing previous lesson or presenting the new lesson events of a story to be read types of literary devices curiosity on the diagram

Define general and specific Entertain students while Give more example Let students guess whats the Give students an idea on
reading a story sentences of literary outline all about studying factual and personal
B. Establishing a purpose for the lesson devices recounts

Give general ideas compared to Check their answers and let Define and discuss Let them define the outline Present examples of the topic
specific ideas them rearrange the different terms being used and what’s inside it
C. Presenting examples/instances of the situations on their own way as literary devices
 Discuss general ideas and
specific ideas
D. Discussing new concepts and practicing
Cite instances or situations that Discuss how to sequence
E. Discussing the new concept and practicing new may be identified as general or events-what comes first and meaning through the use outline and its types
specific statements
Allow students to identify the
relationship between general
F. Developing Mastery and specific ideas
Group task
G. Finding practical aplications of
concepts and skills in daily living
Quiz
H. Making generalizations and abstraction
Let students create another Group activity Discuss what’s a topic Define factual and personal
scenario based on the story outline recount
read
Discuss how to convey Discuss the use of topic Give the aspects of the text type
last of literary devices
Make a pair activity on Dicsuss allusion, diction, View more topic outlines Provide grammatical features of
arranging paragraphs with foreshadowing, epigraph that will serve as their guide factual and personal recounts
different stories and etc... for research papers and
concepts
Give a process essay and let Let students write one Let students make their own Identify the use of the topic
students arrange it paragraph essay using one simple topic outline discussed in future use
type of literary device
Allow students imagination Provide more examples of Orally, let them identify the Make stuents learn about these
to generate importance of the types of literary importance of drawing a text types
arranging or sequencing devices and let them use topic outline for a particular
events it paperwork

Situational Statements on Group work Quiz Pair work Quiz

general and specific ideas
I. Evaluating Learning
J. Additional activities for aplication for remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?
G. What innovation or localized matrials did I use/ discover
which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: 4th Quarter ( Lesson 5 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
EN7RC-IV-e-2.10: EN7V-IV-e-9: EN7LT-IV- EN7LT-IV-e-2.2.3: EN7OL-IV-e-3.10: EN7G-IV-e-5: s
EN7LC-IV-e-2.7: EN7VC-IV-e-15: e-6: EN7WC-IV-e-2.8.6.1:
c. Learning Competencies/Objectives
Write the LC code for each
The English Language; English Bridging the Gap
II. CONTENT:
Our Bridge to the World Estrella D. Alfon David Crystal Tone of Time Time of Action
III. Learning Resources:
A. References
TM pp.119(A & B),120-122 TM pp.122-123 TM pp.119 TM p.4
1. Teacher's Guide pages
Ventures in Communication 234-239 LM pp227,219-220 Vent., pp. 4-6
2. Learner's Materials pages
pp.226-231,221
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal
TM pp.136,135-136;A
Journey Through Anglo-
American Literature, pp252- Eng. 7, Module
Elements of Lit. 253; TV Film Competition- 4th.quarter
B. Other Learning Resources pp.690,257 Awards Package-Third UN
World Conference-DRR,2015 pp.4-5,23-25

IV. PROCEDURES:
A Game. Let the learners come up A . Preview the Educe students idea How What is a Tone in any peace What is verb?
with a meaningful phrase “paG eht textRecall how to is e to bridge the gap of literature? What tells the time
Bridging”. deduce meaning of among global diversities ( The choice of Action?
unfamiliar words of culture? What of words and details in a (Tense tells the time of
through context clues, language is considered proper timing of time.) action)
A. Reviewing previous lesson or presenting the new lesson collocation, etc. to be global?
( TMpp.119,Act2)
 Elicit students’ idea about
unfamiliar words through text
preview.(Act.1,p.226)
B. Establishing a purpose for the lesson Put together in groups the words
that are associated with each other
(Act.2&3) compare its message to
the drawing viewed on page 221.
Are they relevant?
Reading the Text (Act.4)
“Bridging the Gap”
C. Presenting examples/instances of the
Verify Students’ comprehension and Use word in sentences
Let them Agree or disagree while
listening through Act.5 & 6.
Students’ Extract and Organize
Information
D. Discussing new concepts and practicing
(Act.7)by filling out the missing
details in the outline
Students express relation-ship
bridging or connecting ideas using
wh questions.
(Act.1,pp 229-230)
E. Discussing the new concept and practicing new
Remind students how important are Questions for discussion ( any prepared designed
connectives as bridge to organize LM p.239
ideas(B. G Recall,p.230)
Let the students state Remind the students
how the word changes that Tone is the attitude Let the students read and
its meaning through that a writer takes reflect about “A Time for Let students do III-IV,p.4(English
affixes (TM toward the audience, a Everything” G-7, Module 4)
p.119,Act.3/LMp.227) subject, or a character.
It is conveyed through (Ventures in Comm,p.5 , .
the writer’s choice of Act.7)
words and details. Practice
Exercise no. 4,p.4 and Ans.
Act No. 8,p.6
Let the students look up Light & humorous (Sarah Watch or view GMA Best Let them check their activities on
words in the dictionary Cynthia Sylvia Stout Film Winning Peace during p.5(Modules 4)
and expressions for Would Not Take the Third UN World Conference
study. Garbage Out); Serious –DRR,2015 in Sindai,Japan.
Words for Study &Sad yet heroic (Last
( TMp122-123;LMp Words from Corregidor)
p.234) are examples of Tone.
to contextualize its
meaning
Ask the students about Remind them that What are being highlight as
“What language is most author’ biography gives different activities at a time?
often used for inter - us background that helps
national communication us under -stand more
in a highly technological about an author’s piece
devices such as fax of writing.
machine, Internet, E-
mail, television, etc. Let them observe p.23(Module4)
What are not mentioned in
films that were mentioned
in printed materials?
Let the students Give factual events that are Let them check their activity
being recount in the film? through generalizations and
forms of present tense.(module
B. Reading the Text 4,p.24)
Let them read it silently Compose a capsule
or have pair reading per biography of a person
paragraph interviewed
template)
 Organize sentences by completing
it,(Act.2, p231)
F. Developing Mastery
Divide the story into five Let Students write a D. Local Treasures. Develop Let them develop through
scenes. Let the students composition on the your own views about a Activities on p. 25.(Let them
group into five teams topic: “English, the local treasure or a heritage check on pp.25-26)
with each team to Medium for Global in the community that are
present each scene. Communication.” related to the subject.
(LMp.239 / TM p.123 Theme: The World, a
Global Village.

How important is English Language Cite situations why we What contemporary Share insights about the Activity on p. 27
in our Global Village? Can we use it speak differently with Philippine literature as a importance of Time? Can
as medium in bridging the Gap? friends than e do with means of respond -ing to time be saved through ICT?.
our parents or teacher? the demands of the
Form ally in principal’s global village do we have
G. Finding practical aplications of office & informally at now?
concepts and skills in daily living Why do we need it? home.

Have the students make Lead the students to the Define tone used in a .State the importance of ICT Act.p.28-29
generalizations about the lesson onrealization that we use piece of literature. every time and its proper
using English Language to bridge English depending on time in ICT.
the Gap. the situation. Ask
students to have a skit in
H. Making generalizations and abstraction
Organize ideas using connectives. which they make a Can literature serve as
dialog in a particular bridge to close the gap
setting. between different races
and nationalities?

Quiz (Act.3,p.231) Quiz Quiz Quiz Quiz

I. Evaluating Learning

J. Additional activities for aplication for remediation

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?
F. What difficulties did I encountered which my principal
or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.
 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter ( Lesson 6 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
EN7RC-IV-f-10.3: EN7V-IV-f-9: EN7LT-IV-f-6: EN7WC-IV- EN7OL-IV-f-3.10: EN7GS-IV-f-6: EN7G-IV-f-6.2:
EN7LC-IV-f-2.8: f-2.8.6.1:
c. Learning Competencies/Objectives
Write the LC code for each EN7VC-IV-f-16:

II. CONTENT: Saving the Environment Sounds in Focus Let’s Save the Beauty Working With Others Connectors

III. Learning Resources:

A. References
Vent. in Com.TG pp. 125-129 Vent. in Com.TG pp. 125-129 Vent. in Com.TG pp. 125- (Vent. in Com.TG pp. Vent. in Com.TG pp. 125-129
129 125-129)
1. Teacher's Guide pages
Vent. In Com. LM pp.240-254 Vent. In Com. LM pp.240-254 Vent. In Com. LM pp.240- (Vent. In Com. LM Vent. In Com. LM pp.240-254
254 pp.240-254)
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal

B. Other Learning Resources The Editorial, Manila Bulletin, http://www.youtube.com/

April 21, 1992
Harmony of Man and watch?v=nwAYpLVy eFU
Environment(H.O.M.E) Launching
2009

Life Vest Inside –

Kindness Boomerang

IV. PROCEDURES:
Text Preview: Do Act. 1,2,3, 4 & Ex unit with /EKS/ & /EGZ/ Do a mock presentation of “Let them explain the Do extracting grammar points in
5 (LM pp.244-245 & 246 sounds the TV show “Q and A” expression about Act.1, with questions.
"The Rape about literature (Poem, “Kindness Begets (LMp.248)
A. Reviewing previous lesson or presenting the new lesson of Our Marine Life" essay, etc.) Kindness”

Prepared by: ______________________________(Teacher) Checked by: ____________________________(Principal)

 Text Comprehension: Act.6-8,
( LM pp.246-247 TM pp.127-
128)
B. Establishing a purpose for the lesson
Listening Text :(( Let’s Save Our
Corals) do Act. 2-4(LM pp.240-
241;TM p.126&154)
C. Presenting examples/instances of the
Do group Act. 5 ( LM p. 5)
D. Discussing new concepts and practicing
Watch the Video (H.O.M.E.)
How would you rise to the
challenges presented?
What do you think motivated
them to o this video?
E. Discussing the new concept and practicing new
What could be the cause of
Climate Change?
F. Developing Mastery
Listen as the video runs for the
second time. Take note of the
ideas presented below.
G. Finding practical aplications of
concepts and skills in daily living Agree or disagree? Why?
Prepared by: ______________________________(Teacher) Checked by: ____________________________(Principal)
/sh/ and /zh/ sounds. Do Act. How is info? Obtained
1(LM pp. 241-242) (LMp.242 through literature?
&TMp.126)
(Relative Answer words for study
assignment can be given prior to (LM p.251;TM p 129)
this)
Reading of Poem,”Sun
Bird” by N.V.M. Gonzales.
Answer questions for
discussion (LM p252.)
Do Act.2-3 (LM p.242 TM p. 126)
Reading of Poem, “Oriole”
by Maximo Ramos.
What do you remember about
homonymous or polysemous Answer questions for
words or expressions? discussion (LM, p.253)
Do Act. 4(LM pp. 242) Reading of Poem, “The
Sampaguita” by Natividad
( TM p. 126) Marquez. Ans. questions
for discussion (LM, p.253)
Do Act.5(LM p. 242-243) Discuss the poem as a
literary form a,b,c. (LM
(TMp. 126) pp. 253-254.
Do Act. 6(LM p. 243) Something to do (LM p.
(TMp. 254) Interview with
126) experts Compose a
capsule biography of a
person interviewed.
(Feel free to add more
activities or delete when
necessary)
What is the video all Recall Grammar ( LM pp.248-249)
about? Let them provide
answers per individual
or group.
In what way was “wrking Present Guided practice in Act. 2
with others” shown in ( LM p.249; TM p. 128)
the video? Let them
provide Answers per
individual or group.
Combining to form compound
sentence in Act. 3 (LM p. 250;
Why is it entitle
Kindness Boomerang?
TM pp. 128-129)
Do you believe that How to formulate who, what,
people nowadays can when, where, why, and how
actually help and work questions?
with each other with
kindness?
Based on video,draw a Act. 5 (LM pp250-251; TM p. 129
cycle map about how
kindness begets
kindness. .
Make explanations and Do Act. 4 (LM p.250; TM p.129)
narration of events in
personal or factual
recount related to topic.
 Identify and explain features of
the video that make it
interesting.
H. Making generalizations and abstraction
Do Act. 7-8(LM p.243) Are birds and flowers’
beauty nature’s gifts to
(TMp. 126) us? How can we work Is saving environment How to combine statements to
Homonymous- cooperatively and possible without form a compound sentence?
Polysemous- responsibly in today’s working with others?
global village to save
them?
What do you use? When? Where
should You place its punctuations?
Why?

Summarize the contents. Act. 9(LM p.244;TM p.126) quiz quiz quiz
I. Evaluating Learning

Optional assignment: Read the

poems & answer
J. Additional activities for aplication for remediation questions,pp.251-254

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by: ______________________________(Teacher) Checked by: ____________________________(Principal)

 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter ( Lesson 7 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
EN7RC-IV-g-10.4: EN7RC-IV- EN7VC-IV-g-16: EN7LT-IV-g-2.3: EN7OL-IV-g-3.10:
g-3.1.13:
EN7LC-IV-g-8.2: EN7V-IV-g-3.11: EN7WC-IV-g-2.8.6.2: EN7G-IV-g-6.2:
c. Learning Competencies/Objectives
Write the LC code for each EN7LT-IV-g-6:

Last words From It’s More Fun In The Should Students be allowed to
II. CONTENT: Preserving the World Peace
Corregidor Philippines
ICT, A Bane or A Boon
bring Mobile Phones To School

III. Learning Resources:

A. References
TM (Vent. In Comm. pp.132, TM (Vent. In Comm. pp. TM (Vent. In Comm. TM (Vent. In Comm. pp.26-27
153,117-118) 153-154,103 -104,) pp.74-75)
1. Teacher's Guide pages
2. Learner's Materials pages

Ventures In Comm. pp. 260- Ventures…pp.222- Ventures…pp.153-154 LM (Vent. In Comm. pp. 64-69)
262, 222-223 223;219-220
3. Textbook pages
https://www.studymode.com/
join.php?redirectUrl=%2Fessays
%2FStudents-Should-Not-Be-
4. Additional Materials from learning Resources (LR) portal Allowed-To-
131193.html&from=essay

Should Students be allowed to

It’s more Fun In the Phil. PPT (PDEA)” & “Are You
B. Other Learning Resources (DOT)
On Line (DOT)
Professional?”
bring Mobile Phones To School
(Excerpted)

IV. PROCEDURES:

Ask them about the

Ask Students what they importance of language? Ask them how Wonderful
know about parable and is our country? How they Let them have a KWL about Let them have a KWL about the
A. Reviewing previous lesson or presenting the new lesson fable? (LM p. 260; TM p. love the country? Recall the topic. topic.
131 - 132) Do Act.1 the video.
(LMp.222;Tmp.118)

Prepared by: ______________________________________(Teacher) Checked by:____________________________________________

 Previewing the Text Act.1 & Do Act. 2 (LM p.222;TM p. information through soc Let them watch “ Wonder Let them have “Brain Exercise.PPT”
2 ( LM. p 260 ;TM p.132) 118) Let them watch “It’s More full World” (PDEA)Let them
B. Establishing a purpose for the lesson Fun in the express their idea about the
Philippines”(DOT) issue.

Reading the Text “The Last Let them read or listen to Let them read the Poem Let them use correct & Let them identify questions found
C. Presenting examples/instances of the Flower” (Ventures In Com. “Mind Your Language (TM “Philippines. My appropriate multi-media from the Power Point Presentation.
pp 260-261) Students make pp.153-154) Make them Philippines” (LM p. 152) resources when orally giving
a stand. identify words or info, instructions.
expressions used in a Let them analyse how questions
selection that show were formed.
varying shades of
meaning (gradients).
Let them extract grammar point in
Act. 1.
Let them draw similarities Let them recall grammar concepts
Act.4-5 & 6(LM. pp 260- and differences of the Let students guess the
262 ;TM p.132) Cite Let them do Act. featured selections in answers to question from
D. Discussing new concepts and practicing evidence to support a 6(LM.p.223; TM p. 118) relation to the theme PPT presentation about
general statement based from two “Are you professional?” about Wh-question words such as
sources( Poem & Video) Who, What and Why.
(LM pp. 64-65 A &
B)

Let them listen (TM pp.155- Let them discover Let them do act. 2 (LM Let them make explanations Let them do Act.2 & 3 (LM pp.65-
E. Discussing the new concept and practicing new 156) through Philippine pp.152-153;TM p.74) and narration about events 66; TM p.26)
literature the need to in personal or factual
work cooperatively and recounts.
Let them answer Act. 4 (LM responsibly in today’s Let them read the “ Land
p255-256; TM /Post global village through of the Morning”
Listening /p.132 “Last Words From
Corregidor” by Lt.
Norman Reyes
(LM.pp219-220;TM
Students determine the Let them answer
pp.103-104) Let them do act. 4,(LM pp. Let differentiate between Let them provide answers through
worth of ideas mentioned in questions for discussion 154-155; TM p. 74) ordinary and meaningful Act. 4 (LM p. 66; TM p.26)
the text listened to. (LM p.220) expressions?
F. Developing Mastery
Recall words for study
(LM pp.219-220;TM
pp.103-104)
Let them watch video “ It’s What does the poem Let them make Act. 5, Let them interview Let them provide answers through
More Fun in the want us to discover? If LM p.155;TM pp.74-75) someone about biography. Act. 5 (LM p. 67; TM pp.26-27)
Philippines”( DOT) you were to utter last Act. 6, (LM p.155;TM p.
words, what would these 75)
G. Finding practical aplications of be?
concepts and skills in daily living Extract an Organize
information

Students Express beliefs/
convictions based on a
material viewed
H. Making generalizations and abstraction
Is Peace possible in Compose a biographical Let them make Biography Let them have answers through
today’s Global Village? Is sketch based on a capsule about an Act. 6 (LM pp. 67-68; TM p. 27)
it possible through personal interview and Interviewed person.
cooperation? background research
through letter E,( LM
p.156)

Let them do Act. 9 (LM pp. 69; TM

I. Evaluating Learning p. 27)

Prepared by: ______________________________________(Teacher) Checked by:____________________________________________

 What serves us as our bridge to the
What step do we need to be Are all multimedia resources world? Formulating Predictions and
united and rebuild the Compose a capsule Can instructions be given reliable and valid? Is Cangiving
we use Filipino What
reactions. language for us
is your
biography of a person through multi-media? Can to be united? belief?
J. Additional activities for aplication for remediation world? What serves us as
interviewed (use 5w’s & multi-media help us in
multimedia resources
one of our media/tools to available in all places at all Can we use English language as our
be united as one nation? H) explanations?? times? bridge to the world?

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepared by: ______________________________________(Teacher) Checked by:____________________________________________

 School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English
DAILY LESSON LOG Teaching Dates and Time: Quarter: Fourth Quarter ( Lesson 8 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
A. Content Standards the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
B. Performance Standards
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
EN7RC-IV-h-2.15.1: EN7V-IV-h-23.2: EN7WC-IV-h- . EN7OL-IV-h-5: Use correct
EN7LT-IV-h-6: 2.8.6.2:
c. Learning Competencies/Objectives EN7LC-IV-h-8.3: EN7LT-IV-h-3: EN7G-IV-h-6.1:
Write the LC code for each EN7VC-IV-h-16

Cultural Heritage of
II. CONTENT: Land of the Morning
Environment
Biography Capsule Using Stress Formulate a Reply

III. Learning Resources:

A. References
TM (Vent. In Comm. TM ( English TM ( English TM ( English Expressways II p.12-
pp.74-75) Expressways II p.80) Expressways II p.62) 13)
1. Teacher's Guide pages

2. Learner's Materials pages

Ventures In Comm. pp. Eng. Expressways II p. Let them have Act. Let them have Act. 3, Express ways LM (Vent. In Comm. pp. 107-109)
152-155 179-180 3, Express ways II II p.29-30)
3. Textbook pages pp.141-143)

4. Additional Materials from learning Resources (LR) portal

“Are You Professional”

B. Other Learning Resources (https://

www.youtube.com/
watch?v=-HiyqX6xJ40 )
( http://readers-theatre--

IV. PROCEDURES:

Ask them about History of Scarborough Shoal

Let them
https://www.youtube.com/watch?v
have a Let them have a KWL about the Let them have a KWL about the topic.
anecdotes, jokes, fables, KWL about the topic.
A. Reviewing previous lesson or presenting the new lesson myths, and tales. topic.

Prepred by:___________________________________(Teacher) Checked by:______________________________________Principal)

 Let students guess the Gloria Macapagal- Let them have Let them read about using stress Let them formulate questions and
answers to question Arroyo sold the Spratly their fun through to signal changes in meaning. (Eng. provide answers in a classroom setting
from PPT presentation Islands to China with an interview Express ways II p.27-28) group activity.
about “Are you program.
professional?”
https://
B. Establishing a purpose for the lesson www.youtube.com/
watch?v=Gd8MEsT5zfE
Express one’s ”
beliefs/convictions
based on a material.
Ask the students about
the issue.

Let them recognize the Introduce to them Let them present Let them use cell phone an Let them have act.8.
punch lines”Professional word clines or their ideas about computer to hear.
driver & etc.” differentiate bet. the process.
Shades of Meaning
C. Presenting examples/instances of the Let them read Act.1 (Eng. Expressways II p. LM (Vent. In Comm. pp. 107)
(LM p.152) 179)

Let them answer Act.2 Let them Create or Let them interview Let students have act. 1, (Eng. Let them have act.9.,Conversation 1,
and read “Land of the expand word clines as schoolmate. Express ways II p.29)
Morning”.(LM pp152- arrange according to
153; TM p. 74) degree of intensity.
D. Discussing new concepts and practicing (Eng. Expressways II p. LM (Vent. In Comm. pp. 107-108)
180; TM English
Expressways II p.80))

Let them have an Act 4 Let them discover the Let them interview Do act. 2, (Eng. Express ways II Let them have act.9.,Conversation 2,
(LM pp. 154-155;TM p. need to work teacher p.29)
74 cooperatively and
responsibly in today’s
global village through
Collier’s
(Eng. Expressways II, p. LM (Vent. In Comm. p.108)
E. Discussing the new concept and practicing new Encyclopedia,Vol.18,19
24;TM II p. 11)
94,p. 686
“We live in one global
village with one roof”
Let them paraphrase it.

Let them decide better conversation

inside the box,
Let them Extract Let them ans. Act.2
Organize info. Into (Eng. Expressways II, p. Let them compare Let them have Act. 3, Express ways
F. Developing Mastery outline in Act. 5 (LM 166;TM II p. 71) the results. II p.29-30)
pp.155;TM pp. 74-75 Let them have act.9.,Conversation 2,

Let them watch video Let them make a Let them do the Let them have Act. 3, Express ways Make them have Act. 10
about The King of the symposium about the research on how to II p.30)
Forest“ topic. conduct an
G. Finding practical aplications of (https://www.youtube.c interview.
concepts and skills in daily living om/watch?v=- LM (Vent. In Comm. p.109)
HiyqX6xJ40 )

Prepred by:___________________________________(Teacher) Checked by:______________________________________Principal)

 Express appreciation for
entertain -ing texts
H. Making generalizations and abstraction ( http://readers-
theatre---king-of-the-
forest.blogspot.com/)
Is Peace possible in Let them make Let them present their output Let them make a Dyadic Belt Formation
today’s Global Village? Biography capsule
Is it possible through about an
cooperation? Let them Interviewed person.
reflect with all the
videos they watched.

I. Evaluating Learning

What serves us as our bridge to the

world? Formulating Predictions and
What step do we need giving reactions. What is your belief?
to be united and rebuild Explain how a selection Can instructions be Are all multimedia resources
the world? What serves may be influenced by given through reliable and valid? Is multimedia
J. Additional activities for aplication for remediation us as one of our culture, history, multi-media? Can resources available in all places at Can we use Filipino language for us to
media/tools to be united environment, or other multi-media help us all times? be united?
factors in explanations??
as one nation? Can we use English language as our
bridge to the world?

V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

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

this work?

F. What difficulties did I encountered which my principal

or supervisor can help me solve?

G. What innovation or localized matrials did I use/ discover

which I wish to share with other teachers?
For improvement,enhancement and/or clarification of any Dep.Ed. Materials used, kindly submit feedback to bld to bld @ Deped.gov.ph.

Prepred by:___________________________________(Teacher) Checked by:______________________________________Principal)