Grade 7 Daily Lesson Log New 3rd2016-2017

School: Grade Level: Grade 7
Grade 1 to 12 Teacher: Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: Quarter: Third Quarter (Lesson 1)
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’ s identity;
A. Content Standards strategies in listening to and viewing of informative and short narrative texts; word relationships and associations; informative
speechforms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate
B. Performance Standards listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using
direct/ reported speech, active/passive voice, simple past and past perfect tenses and connectors correctly and appropriately
EN7RC-III-a-8: Use one's schema to EN7OL-III-a-1.3: Express ideas, EN7LC-III-a-7: Use different listening EN7OL-III-a-1.3: Express ideas, opinions, EN7WC-III-a-2.2: Compose simple
better understand a text. opinions, feelings and emotions strategies based on purpose, topic and feelings and emotions during interviews, narrative texts.
c. Learning Competencies/Objectives during interviews, group/panel levels of difficulty of simple group/panel discussions, forums, oral
Write the LC code for each discussions, forums, oral debates. informative and short narrative texts. debates.
PRE-TEST We Are Filipinos Tayo'y Mga Pinoy Most Well-Known Desirable Filipino Traits Features of Narrative Writing
II. CONTENT:
III. Learning Resources:

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
Cordero-Fernando, G. (Ed.). Being Filipino. Quezon City: GCF Books. 1981.
4. Additional Materials from learning Resources Coates, A. Phoenix in December, in Roces, A. (Ed.). Filipino Heritage: The Making of a Nation (Vol. 7). Manila: Lahing Pilipino Publishing. 1987.
(LR) portal
Moral Recovery Program National Secretariat. Filipino Values and National Development: Reading on the Moral Recovery Program. Manila, MRP National Secretariat. 1996.
B. Other Learning Resources
IV. PROCEDURES:
Recapitulate what transpired in the
previous lesson.
A. Reviewing previous lesson or presenting the Give an example of each desirable Give an example of each desirable
new lesson trait you just learned previously. trait you just learned previously.
Elicit response from the students Ask students the important Ask the students how they feel while
about the desirable traits of a considerations when listening to the retelling a personal experience to
Filipino. teacher reading or to a recording. their friends.
B. Establishing a purpose for the lesson
Ask the students what values are Ask students if they are familiar with Help the students connect to the new Explain to them the importance of the
C. Presenting examples/instances of the native to our Filipino culture. the song "Tayo'y Mga Pinoy". lesson from the previous one by asking sequence of events in telling a
them how proud they are being a Filipino. personal expaerience.
Prepared by: ______________________________(Teacher) Checked by: _______________________________(Principal)

Discuss the different Filipino values. Play the song "Tayo'y Mga Pinoy" Discuss each of the most well-known Elaborate more on the features of
D. Discussing new concepts and practicing using a cellphone with a speaker. desirable trait to the class. narrative writing.
Group the students into 5. They Let the students sing along with the Give them tips on how to write a
should discuss among themselves music. simple narrative.
about what good traits their each
E. Discussing the new concept and practicing family have and let them share it to
new the class.
F. Developing Mastery Have the students answer the By pair, the students will perform 1 or Have them memorize these traits and in a Have them identify if a sample
activity on the module by pair. 2 stanzas of the song in front of the form of a contest, let them identify a trait narrative has the features mentioned
class. based on the example you give. during the discussion.
G. Finding practical aplications of Apply one or two desirable trait at Give instances where they can apply a
home or in the community and write particular trait.
concepts and skills in daily living down your observations.
Have the students make Ask the students how proud they are Ask the students what they have learned Let the make their own
generalizations about Filipino values being a Filipino. in the day's lesson. generalizations about features of
H. Making generalizations and abstraction and express it in a sentence. narrative writing.
With the same grouping, let them Let them answer the guide questions Study the situations given. What desirable Have the students write a personal
present a role play about Filipino in the module about the song. traits should you show in each situation? narrative that shows any of the
values. How would you show it? Write your answer desirable traits mentioned.
I. Evaluating Learning in a one whole sheet of paper.
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.

I. OBJECTIVES:
A. Content Standards strategiesin listening to and viewing of informative and short narrative texts; word relationships and associations; informative
EN7VC-III-b-13: Determine the key message conveyed in the material viewed.
c. Learning Competencies/Objectives
Write the LC code for each

II. CONTENT: The Different National Symbols
A. References
3. Textbook pages
4. Additional Materials from learning Resources (LR) portal

B. Other Learning Resources Coates, A. Phoenix in December, in Roces, A. (Ed.). Filipino Heritage: The Making of a Nation (Vol. 7). Manila: Lahing Pilipino Publishing. 1987.
Moral Recovery Program National Secretariat. Filipino Values and National Development: Reading on the Moral Recovery Program. Manila, MRP National Secretariat.
1996.
IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson Ask students if they can still recall the features of narrative writing
Show pictures of different Philippine National Symbols and elicit response from the students about pictures shown.
Let them identify general symbols (e.g. dove for peace)
C. Presenting examples/instances of the
D. Discussing new concepts and practicing Discuss to them the Philippine National Symbols.
E. Discussing the new concept and practicing new
F. Developing Mastery Require them to recite and memorize each Philippine National Symbol.
G. Finding practical aplications of
concepts and skills in daily living Ask them to give situations in which they are identified as a Filipino based on their actions especially those who have gone to other countries.
H. Making generalizations and abstraction Have them make generalizations about the relevance of using symbols in our cultural heritage.
Prepared by: _____________________________(Teacher) Checked by: _________________________________(Principal) Page 4

H. Making generalizations and abstraction Have them make generalizations about the relevance of using symbols in our cultural heritage.
I. Evaluating Learning short quiz
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

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?

Prepared by: _____________________________(Teacher) Checked by: _________________________________(Principal) Page 5

I. OBJECTIVES:
EN7LC-III-c-6.2: Infer thoughts and EN7LC-III-c-6.2: Infer thoughts and EN7G-III-c-2: Use the passive and EN7WC-III-c-2.8.5: Compose a
feelings expressed in the text feelings expressed in the text listened active voice meaningfully in varied series of journal entries.
c. Learning Competencies/Objectives listened to. to. EN7LT-III-c-5: Discover literature contexts.
Write the LC code for each as a tool to assert one's unique
identity and to better
understand other people.
II. CONTENT: Filipino in Thought, Word and Deed (continuation) I Am a Filipino Voice of the Verbs
Journal Entry
A. References
3. Textbook pages
4. Additional Materials from learning Resources (

IV. PROCEDURES:
Recall the previous lesson by asking Ask students to recall their essay Elicit students' understanding
students to summarize the first scene. writing activities in the past. of voices of verbs through a
short quiz.
Show a chart that contains a short Review features of essay writing
quiz about connecting sentences.
Let the students answer for 5
A. Reviewing previous lesson or presenting the n minutes.
Explore students' awareness
in writing a journal entry.
Read the actual conversation of
Ask students to recall the desirable Ask students to recall the desirable Explore their awareness in John and Agnes and perform the
B. Establishing a purpose for the lesson Filipino traits. Filipino traits. writing an essay. dialogue.
Ask them to read the essay "I am Pair Work: Study and differentiate Let them read silently a
a Filipino". an active and passive voice sample of a journal entry and
ask them about their
observations.
Prepared by :____________________________________(Teacher) Checked by: _________________________________(Principal)

Discuss what is all about a
Discuss the features in essay Discuss the use of active and journal entry.
Let them listen to a recorded Let them listen to a recorded dialogue
dialogue or if not available, you can or if not available, you can just read the writing. passive voice
D. Discussing new concepts and practicing just read the dialogue. dialogue.
Divide the class into two groups.

Show another example of an Group 1 construct sentences using
E. Discussing the new concept and practicing new essay and discuss its features. the active voice. Group 2
transforms them into passive voice
Answer the given questions after Answer the given questions after Answer the qustions about the Ask students to change an active
listening to the dialogue. listening to the dialogue. essay "I Am a Filipino". voice to passive voice and vice
versa (oral)
F. Developing Mastery
Let them write a journal entry

about an experience that
taught them a lesson.
G. Finding practical aplications of Give instances that it is
necessary to share your
concepts and skills in daily living thoughts and feelings aside from
Cite situations that they can apply Cite situations that they can apply the essay writing.
the desirable trait mentioned in the desirable trait mentioned in the
dialogue. dialogue.
Emphasize the advantages of
making journal entry writing
as part of their daily routine.
What's the use of active and Ask them to define a journal
passive voice? entry.
Ask the students what dominant Have them make generalization about
H. Making generalizations and abstraction trait is shown in the dialogue. the key message conveyed in the Summarize the day's lesson.
dialogue.
Group the students into five and let Group the students into five and let Let them write a short essay Give five examples of active voice
I. Evaluating Learning them choose a part of the scene or them choose a part of the scene or about Filipino traits. and change it to passive voice.
dialogue to act out. dialogue to act out. (pen-paper test)
Require them to write a series

J. Additional activities for aplication for remediat of journal entry to be written
in a journal notebook.
V. REMARKS:
VI. REFLECTION:

VI. REFLECTION:


this work?



I. OBJECTIVES:
c. Learning Competencies/Objectives EN7LC-III-d-3.18: Determine the EN7LT-III-e-5: Discover literature as EN7WC-III-d-2.2.13:Compose EN7G-III-d-2: Use the passive EN7V-III-d-13: Determine words or
order of ideas as signaled by cues a tool to asset one's unique identity an anecdote based on a and active voice meaningfully in expressions with genus-species
and to better understand other significant personal varied contexts (hyponymous) relations in a
Write the LC code for each people. experience. selection.
II. CONTENT: The Bad Fishermen A Strong and Beautiful People Anecdote Voices of the Verb Hyponyms

A. References
Ventures in Communication p. 177
3. Textbook pages
4. Additional Materials from learning
Resources (LR) portal
http://literarydevices.net/ http://grammar.about.com/od/
anecdote/ fh/g/hyponymterm.htm
IV. PROCEDURES:
Ask students to define a journal entry Ask students to order the ideas Ask students their reflection Ask a student or two to tell a
given based on the cues. about the previous lesson. short anecdote to the class.
A. Reviewing previous lesson or presenting th
Show them pictures on illegal fishing By pair, let the student ask their Do you know what's an Group them into two groups and
and elicit response. classmate what ethnicity they anecdote?/ Have you heard an let them give a specific name to a
belong to. anecdote yet? given general term. Declare the
winner.
Prepared by: _______________________________(Teacher) Checked by:_________________________________(Principal) Page 9

Ask students their ideas on the Show a list of ethnicity on the chart Tell an anecdote to the class Recall the previous discussion Process the activity initiated in a
C. Presenting examples/instances of the effects of illegal fishing based on the and let them check if their and observe their reactions about voices of the verb. way that would lead them to the
pictures shown. classmates' ethnicity is on the list. while you are talking. new topic to be discussed.
After a silent reading, ask the Let them read a

Let them listen to the story "The Bad students what the text is all about Discuss everything about selection/dialogue that consist
D. Discussing new concepts and practicing Fishermen" through an audio player. and process their answer anecdote: Definition, Types, sentences in both active or
Springboard discussion
afterwards. Function. passive voice.
Give examples of anecdote.

Discuss to the class about
E. Discussing the new concept and practicing By pair, the students will hyponyms
Activate their schema on sequencing compose a dialogue and read it
of events. in front of the class.
Ask students to change an
active voice to passive voice and
Give the correct order of events from Locate information from the given Read an excerpt selections to vice versa Ask them to give the hyponyms of
F. Developing Mastery the story signaled by cues. text to reflect and evaluate. them and let them identify if the given hypernym.
its an anecdote or not.
G. Finding practical aplications of Give instances that they need to Cite instances that they need Integrate values based on the
apply the lesson learned from the to use anecdotes. selection used.
text.
concepts and skills in daily living
Ask the students a question that will
summarize the day's lesson.
H. Making generalizations and abstraction Let them define an anecdote. Ask them to define hyponyms.
Have them generalize on the most
important points of the lesson.
Locate information from the given Write a 2-paragraph essay on how Have them write a short Check students understanding of Check students understanding of
I. Evaluating Learning text to reflect and evaluate. to bridge gab among different anecdote based on their the selection read. the selection read.
Filipino groups. personal experience.
V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned 80% in the eval

activities

D. No. of learners who continue to require
remediation
this work?



DAILY LESSON LOG Teaching Dates and Time: Quarter: Third Quarter (Lesson 5 )
I. OBJECTIVES:
EN7OL-III-e-3: Employ the EN7LT-III-e-5:Discover literature

EN7LC-III-e-3.6: Follow steps in a
EN7RC-III-e-2.8: Make predictions about the text.
process appropriate oral language and as a tool to assert one's unique Summative Test
stance in a debate. identity and to better understand
c. Learning Competencies/Objectives other people.
The Rape of Our Marine
II. CONTENT: Making Predictions
Resources
Filipinas

A. References

Ventures in Communication p.
245
3. Textbook pages
http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?
action=view&cat_id=3&lsn_id=21159
IV. PROCEDURES:
Explore their learning on hyponyms discussed

A. Reviewing previous lesson or presenting previously. Show series of pictures and let Elicit students generalizations Ask the students what is the
them predict what happens next about following steps in a appropriate oral language stance
based on the preceding pictures. process. in a debate.
Prepared by: ______________________________________(Teacher) Checked by: _____________________________________(Principal)

The students will infer a reasonable predictions or Show them another set of Explore students awareness on
B. Establishing a purpose for the lesson outcomes or conclusions based on the available pictures and let them arrange conducting a debate. Ask the students how well-
information. these according to process.
versed they are in singing the
Philippine National Anthem?
How about its English version?
C. Presenting examples/instances of the Explain to students that in much of their reading Ask students what transpires in Let the students read the essay Play an audio of the English
they are able to use the information presented to the kitchen while watching their about "The Rape of Our Marine version of the the Philippine
predict conclusions or make inferences. Tell mother cooking for their dinner? Resources". National Anthem.
students that conclusions and inferences are Does she follow steps in the
based on what is stated in the story or text. as well process of cooking your favorite
as what they already know. Give students an recipe?
opportunity to predict a conclusion after several
facts are given: Fact 1: The sun did not shine on
Saturday. Fact 2: There were many clouds in the
sky. Fact 3: The grass, houses, roads and sidewalks
were wet. Fact 4: Our picnic was canceled. Then
ask students to predict a conclusion or make an
inference. Discuss the basis on which the
conclusion or inference is made. Event: It rained all
night, and by Friday morning there was more than
a foot of water on the ground. Possible outcome:
We did not have school. We went on a picnic. Our
house flooded. Discuss why some conclusions are
more probable than others.
D. Discussing new concepts and practicing The teacher will present background via Play a video clip that shows how Discuss the procedures on Discuss its meaning and let your
PowerPoint TW discuss and model predictions to follow steps in a process. Ask conducting a debate and students sing the English version.
based on events. TW give students brief passages students what comes first, next, making a stand on the essay Ask them how they feel while
where a conclusion must be drawn. For example, and last in the process. read. singing the poem.
What would happen if ...you did not sleep for two
days? ...had to stay in bed for a week? ...had a
birthday every month? ...ate a pound of
candy? ...crashed into a tree on your bicycle?
Divide the class into five groups

E. Discussing the new concept and and let them follow the steps on Conduct a debate among the
let's say for example the process class on a certain topic and Discuss the literary devices used
practicing new of making a spaghetti or making make sure to process the ideas in the poem.
exchanged.
an origami or making a salad.
Students will be provided with practice exercise Provide a pen-paper test to the Divide the class in 5 groups and
F. Developing Mastery selected by the teacher to practice. students which will make them give them opportunity to
identify the steps in a process of... perform in front of the class.

Cite situations that students will be able to apply Give instances that people apply Ask the students why is it
G. Finding practical aplications of the skills in follwing steps in a necessary to make a stand on a
skills in predicting outcomes. process. topic.
Ask them what are the other

ways to become nationalistic
H. Making generalizations and abstraction Have them make generalizations on making
conclusions and inferences.
Ask students the importance in
following steps in a process.
Summarize the day's lesson. aside from singing the Philippine
national anthem whole-
heartedly.
Ask students to select correct conclusions from

given passages. Check students understanding Ask them to answer the
I. Evaluating Learning on the material read. questions based on the selection.

remediation
V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned 80% in the ev

activities

this work?


I. OBJECTIVES:
c. Learning Competencies/Objectives Oral Language and Fluency: Vocabulary Development: Vocabulary Development: Grammar Awareness: Grammar Awareness:
Write the LC code for each EN7OL-III-f-3.4.1 EN7V-III-f-13.8 EN7V-III-f-13.8 EN7G-III-f-3 EN7G-III-f-3
What Friendship Means to Me by Definition Classification Voice of the Verbs Direct and Reported Speech
Groove Patterson
II. CONTENT:

A. References
3. Textbook pages
4. Additional Materials from learning Resources (LR) por
Ventures in Communication, pp.110- Basic English Textbook and Basic English Textbook and
113 workbook pp.113-114 workbook pp.118-119 Basic English Textbook and Basic English Textbook and
B. Other Learning Resources Workbook, pp.103-104 Workbook, pp.153-155
IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new les Share a short anecdote based on a
significant experience as a student Give ideas about friendship
Recapitulate the different ways Differentiate Definition and
in defining Classification
Explain the meaning of the
voice of the verb
Read the actual conversation of

Identify meaning of definition and Define what classifying is and Board game: Write what is
B. Establishing a purpose for the lesson Make a stand on the material read
how it is done how it is done
John and Agnes and perform the
asked in every item
dialogue.
Prepared by:________________________________(Teacher) Checked by: ____________________________________(Principal)

Discuss what defining is and
present its 5 kinds: logical formal Game: Students will walk Discuss the rules in changing
Read the text silently around and will group Pair Work: Study and differentiate
definition, by description, by themselves according to height, an active and passive voice direct speech to reported
origin, by the use of examples and size, sex, age. speech and vice versa
by means of a synonym
Work in group of four. Each group
is given one kind of definition,
discuss it among themselves and
Figure out the meanings of some define five words following the
difficult words from the essay by Introduce meaning of Discuss the use of active and Group Activity: Write a
D. Discussing new concepts and practicing sample models. classifying and how it differs dialogue that talks about
looking for cues in the selection, your passive voice
own meaning, and dictionary meaning. from defining friendship
Work in small groups and and Divide the class into two groups.
decide what to classify. 1. Group 1 construct sentences using
Sections in the library 2. Ethnic the active voice. Group 2
Group Activity: Do Dyadic Belt Each group makes a creative groups in Mindanao transforms them into passive voice
E. Discussing the new concept and practicing new formation. presentation of words they have
chosen to define
Study the paragraph. Identify the Classify the ideas in the Distinguish direct speech from
F. Developing Mastery Comprehension check
kind of definition it uses paragraph reported speech

What’s the importance of
concepts and skills in daily living Who do you consider as your true What's the purpose of definition? What's the purpose of using direct and reported
friend? Why? classification? speech?
What are some expressions What's the use of active and What are the rules for tense
What is the writer's ideas on used for classifying? passive voice? changes in reported
H. Making generalizations and abstraction friendship?
Give the five ways of definition.
statements?
Discuss the following: 1. Friendship
stumbles most often on the rock of
inconvenience. 2. Friendship is a plant
that has to be cultivated. Read the passage and find out Paper-pen Test: Change the
Define the ff. words using the the six types of reading by filling Give five examples of active voice
I. Evaluating Learning different ways of defining. and change it to passive voice
following into direct or
up the format in classifying reported speech.
Group Projects: Make a

Home Reading: The Way of a scrapbook of collected modelby
J. Additional activities for aplication for remediation Friend by Linda Mirasol
definition and classification. It
could be cut outs from
newspapers and magazines.
V. REMARKS:

V. REMARKS:
VI. REFLECTION:


this work?



DAILY LESSON LOG Teaching Dates and Time: Quarter: Third Quarter (Lesson 7 )
I. OBJECTIVES:
c. Learning Competencies/Objectives RC, F WC GA OLF RC

EN7RC-III-g-9, EN7OL-III-g
Write the LC code for each 3.4.1 EN7WC-III-g-2.2.14 EN7G-III-g3 EN70L-III-g3.4.1 EN7RC-III-g-9.2.13
I am a Filipino by Carlos P. Enrichment Activity about Land of the Morning by H.P.

II. CONTENT: Romulo
Travelogue
the previous topic Ladera
Fact vs Opinion

A. References
Journeying through Ventures in Communication, pp.
Literature and Language 1, 153-154 Journeying through Literature and Language 1, pp.
pp. 188-192 239-240
3. Textbook pages
4. Additional Materials from learning Resources Illustration board, colors, marker

www.google.com.ph
IV. PROCEDURES:
Share your feelings towards your
country upon learning some of its
A. Reviewing previous lesson or presenting the Distinguish direct speech
from reported speech
Reiterate the theme of the
essay I am a Filipino
Define travelogue natural beauty Discuss briefly the theme of the previous topic
Write your idea about the title

Elicit some ideas about "Land of the Morning" through a Thru a Venn Diagram, compare and contrast fact
B. Establishing a purpose for the lesson Present author's background Promote Philippines'
tour guiding and opinion
heritage site thru a semantic map
travelogue making
Display all the travelogue

around the classroom.
Present examples of Each group will take note Read the text silently. Read it
C. Presenting examples/instances of the Read the essay I am a Filipino travelogue and let students the details about the twice if needed to Read the given selection
examine its content places in all groups'
output.
Prepared by: _______________________________(Teacher) Checked by:_____________________________________(Principal)

Display all the travelogue
around the classroom.
Present examples of
C. Presenting examples/instances of the Read the essay I am a Filipino travelogue and let students Each group will take note Read the text silently. Read it Read the given selection
examine its content the details about the twice if needed to
places in all groups'
output.
Based on the details

you've got from the
travelogue, make a
presentation where one
Explicate the steps in making act as a tour guide and Choose the word that best Study the given statements. Tell whether it's based
D. Discussing new concepts and practicing Answer comprehension check a travelogue the rest are the tourists. completes each statement or on the selection read or not
Make sure to employ the aswers the questions.
voice of the verbs
correctly.
Fill in the boxes with the

appropriate letters to form a Extract and organize the
word that corresponds to the information from the text using
E. Discussing the new concept and practicing given meaning Present the rubrics in the method Blocking. The Differentiate fact from opinion
new assessing the travelogue framework is provided to serve as
guide.
Group the class into six. Each

group should choose a
Small Group Discussion: Each heritage site in our country
group should give their and make a creative and
F. Developing Mastery understanding of the ff. lines colorful travelogue
Identify the statements as fact or opinion
from the essay
G. Finding practical aplications of What are some beautiful

spots in your locality you'd
like to promote? What do you think are the
Are you like the speaker of benefits we could get What word you could use to When can we tell that a statement heard or
the essay? Explain. ifthere are many tourists describe the Philippines? presented is a fact?
coming to our country?
What do you think is the Call on students to share Does the text arouses one's love
H. Making generalizations and abstraction purpose of the author in What is a travelogue? their insights on the for one's country?
Distinguish fact from opinion
writing this essay? activity
Write a letter to your friend

Make a tag line about the abroad inviting him or her to
Write a two-paragraph beautiful spot in your Write a constructive come and visit the Philippines. Write F iif the statement is Fact and write O if its
I. Evaluating Learning composition showing your locality you'd like to criticisms on other group's Mention in your letter the only an opinion.
pledge to your country. promote performance. possible places you will be visiting
should he decide to come. Use
correct forms of the verb

remediation
remediation
V. REMARKS:
VI. REFLECTION:

evaluation
activities
D. No. of learners who continue to require reme

this work?



DAILY LESSON LOG Teaching Dates and Time: Quarter: Third Quarter ( Lesson 8)
I. OBJECTIVES:
c. Learning Competencies/Objectives Reading Comprehension, Fluency Grammar Grammar Writing and Composition Oral Language Fluency
Write the LC code for each EN7LC-III-h-7.1; EN7OL-III-h.1.3.1 EN7G-III-h-3 EN7G-III-h-3; EN7WC-III-h-2.2.15 EN7OL-III-h-1.3.1
Why Women Wash the Dishes Simple Past Tense Past Perfect Tense Enrichment Activity Presentation of the Debate
II. CONTENT:
by Filomena N. Colendrino
A. References
Journeying through Literature and Journeying through Literature and Journeying through Literature Ventures in Communication, pp.
Language 1, pp. 150-156 Language 1, pp. 166-167 and Language 1, pp. 196-200 86-93
3. Textbook pages
4. Additional Materials from learning Resourc
B. Other Learning Resources www.google.com

IV. PROCEDURES:
A. Reviewing previous lesson or presenting the newTell

fact
whether the given sentences is a Reiterate the moral of the story
lesson
or just an opinion "Why Women Wash the Dishes"
Give the past form of the given
verbs
Make a sentence using simple
past and past perfect tense.
Identify the tense used in the
given sentence
Present a picture that shows a couple

quarreling in a public place. One
student would report the incident to Analyze two sentences that uses
the class should he/she happen to Setting of standards in holding a
B. Establishing a purpose for the lesson Present Author's background the same verbs but on different Play Simon Says debate
witness it yesterday. tenses.
Prepared by: ____________________(Teacher) Checked by: ______________________________(Principal)

Read the entry in the diary of Oye
Read the story Why Women Wash the List down all the verbs used in the Compare and contrast the given Franco. Answer the questions that
C. Presenting examples/instances of the Dishes presentation. Study its tense used sentences. follow. Explicate the rubrics.
Give the meaning of the underlined Explain how to form the past Write your own story. Begin with :
word based on how it's use in the perfect tense Last Sunday was a special day for
D. Discussing new concepts and practicing sentence Discuss simple past tense of the verb
my family. End with: I wish there
were more days like Sunday
E. Discussing the new concept and Present debate's topic: Should the Study how the simple past tense
matters of the house be the sole
practicing new responsibility of the woman?
form in regular and irregular verb
Write the correct verb form. Watch Complete the selection with the Activity 7. Complete this story
out for cues and clues in the appropriate tense of the verb. with appropriate tense of the
F. Developing Mastery Answer comprehension check sentences verb.
Have you been in a humorous

situation which you can't forget?
G. Finding practical aplications of Which among them is your personal
favorite? Why it is important to know the past Differentiate simple past tense How do you spend qualty time
concepts and skills in daily living form of the verb? from past perfect tense with your family?
When to use the past form of the How to form the past perfect How can we tell that the verb
H. Making generalizations and abstraction Give the moral of the story. verb? tense of the verb? used is in the simple past or past
perfect tense?
Answer whether the statement is True Change the present tense of the verb Use the given verbs in a sentence. Think back to last week or last Make a reflection on what has
I. Evaluating Learning or False. to its past form. month. Write a letter to a friend transpired on todays activity
telling about an unforgettable
experience that involves you and
your family.
V. REMARKS:
VI. REFLECTION:

evaluation

activities


remediation

this work?



DAILY LESSON LOG Teaching Dates and Time: Quarter: Third Quarter ( Lesson 9)
I. OBJECTIVES:
B. Performance Standards The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using direct/ reported speech, active/passive voice,
simple past and past perfect tenses and connectors correctly and appropriately
c. Learning Competencies/Objectives RC WC, LC V V LT
Write the LC code for each EN7RC-III-i-2.1.7 EN7WC-IIII-I-2.5, EN7LC-III-i-2.5 EN7VD-IIIg EN7VD-III-H.2.1 EN7LT-III-i-5
Goodbye's the Saddest Word

II. CONTENT: Ballad of a Mother's Heart
(Celine Dion)
Semantic Organizers Sentence connectors I Shall Have Other Birthdays
A. References

Ventures in Commuication,
pp. 248-249
3. Textbook pages Ventures in Communication, pp. 99-101
4. Additional Materials from learning Resources (LR) portal

copy of the poem computer, speaker,lyrics of the music charts, marker
B. Other Learning Resources www.musiclyrics.com
IV. PROCEDURES:
Cite examples of sentences
that uses simple past and Describe the persona of the Sing a line or stanza from the Discuss the importance of Reiterate the importance of sentence
A. Reviewing previous lesson or presenting the new lesson past perfect tense of the
poem Ballad of a Mother's
song that struck you most using semantic organizers connectors
Heart
verb
Arrange all pieces to complete
the picture. Predict what would
Read the lines from some be the song all about based on Organized ideas from the song
Filipino poems and tell the the picture formed Arrange the words to form a Call on students to share how they
B. Establishing a purpose for the lesson belief or traditions depicted
using varied semantic
meaningful sentence. celebrate their birthdays
organizers
on it
Read the poem Ballad of a Listen to the song. Draw images Show examples of semantic Explain the use of different Model the proper intonation in
Mother's Heart that you could associate with organizers sentence connectors delivering the line in the play I Shall Have
C. Presenting examples/instances of the the song other Birthdays
Divide the class into five. Each With a partner, tell each
Find a pair. Discuss similarities representative will draw from other about someone whom Group yourselves into three. Prepare for
Answer comprehension
D. Discussing new concepts and practicing check
and differences of the song and the box the kind of semantic you disliked at first but who the dramatization of the play. (to be
that of the poem. organizers they are going to did something good or presented next week)
use unusual that made you
change your opinion of
him/her. Describe what you
thought s/he was before
and what s/he did to change
your mind.
Locate information from the
poem to confirm or
disconfirm the following Present a silent skit depicting Supply sentence connectors Use a character map to describe the
E. Discussing the new concept and practicing new the message of the song on the blank characters in the play
statements
What do you think

happened to the character Study the lines taken from the Choose the best sentence
F. Developing Mastery in the poem? Present your song and choose the emotions Report the output by group connectors to express the Arrange the events in the play
idea thru a poster prevail on each line intended idea.

concepts and skills in daily living If you were the persona in
What is the most important Why it is important to
the poem, will you follow How important are the If you were Emilio, would you do the
your heart over your thing your mother did that you semantic organizers? identify the varied sentence same?
mother's will? can't forget? connectors?
What 's the moral of the Enumerate the varied semantic

poem discussed? What's the message of the song organizers you've learned What is a sentence
H. Making generalizations and abstraction listened to? connector?
What's the moral of the play?
Combine the following

statements to form a
compouns sentence. Use
Create a tune for the poem Compose a personal letter to Create your own semantic the appropriate connector Write a letter to Emilio expressing how
I. Evaluating Learning by group your mother. organizer on a short bond he inspired you to be like him.
paper to show the correct
relationship of the ideas
expressed in the statements.
V. REMARKS:
VI. REFLECTION:


this work?


DAILY LESSON LOG Teaching Dates and Time: Quarter: Third Quarter ( Lesson 10 )
I. OBJECTIVES:
c. Learning Competencies/Objectives
Culminating Activity
II. CONTENT:

A. References
3. Textbook pages
IV. PROCEDURES:
A. Reviewing previous lesson or presenting
the new lesson
D. Discussing new concepts and practicing

E. Discussing the new concept and practicing
new
F. Developing Mastery

H. Making generalizations and abstraction
Prepared by: ________________________________(Teacher) Checked by: _________________________________(Principal) Page 27

H. Making generalizations and abstraction
I. Evaluating Learning
V. REMARKS:
VI. REFLECTION:

evaluation
activities
remediation
this work?


Prepared by: ________________________________(Teacher) Checked by: _________________________________(Principal) Page 28

Grade 7 Daily Lesson Log New 3rd2016-2017

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School: Grade Level: Grade 7

Grade 1 to 12 Teacher: Learning Area: English

III. Learning Resources:

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

J. Additional activities for aplication for

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

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

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

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

Write the LC code for each

Cordero-Fernando, G. (Ed.). Being Filipino. Quezon City: GCF Books. 1981.

E. Discussing the new concept and practicing new

Prepared by: _____________________________(Teacher) Checked by: _________________________________(Principal) Page 4

I. Evaluating Learning short quiz

J. Additional activities for aplication for remediation

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

E. Which of my teaching strategies worked well? Why did this

F. What difficulties did I encountered which my principal or

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

Prepared by: _____________________________(Teacher) Checked by: _________________________________(Principal) Page 5

Cordero-Fernando, G. (Ed.). Being Filipino. Quezon City: GCF Books. 1981.

Prepared by :____________________________________(Teacher) Checked by: _________________________________(Principal)

Divide the class into two groups.

Let them write a journal entry

Require them to write a series

Prepared by :____________________________________(Teacher) Checked by: _________________________________(Principal)

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

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

F. What difficulties did I encountered which my principal

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

Prepared by :____________________________________(Teacher) Checked by: _________________________________(Principal)

III. Learning Resources:

Prepared by: _______________________________(Teacher) Checked by:_________________________________(Principal) Page 9

After a silent reading, ask the Let them read a

Give examples of anecdote.

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

B. No. of learners who require additional

Prepared by: _______________________________(Teacher) Checked by:_________________________________(Principal) Page 10

F. What difficulties did I encountered which my principal

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

Prepared by: _______________________________(Teacher) Checked by:_________________________________(Principal) Page 11

EN7OL-III-e-3: Employ the EN7LT-III-e-5:Discover literature

III. Learning Resources:

1. Teacher's Guide pages

2. Learner's Materials pages

Explore their learning on hyponyms discussed

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

Divide the class into five groups

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

Ask them what are the other

Ask students to select correct conclusions from

J. Additional activities for aplication for

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

B. No. of learners who require additional

E. Which of my teaching strategies worked well? Why did

F. What difficulties did I encountered which my principal

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