School: Grade Level: 7

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON Teaching
LOG Dates and
Time: Quarter: FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
I. OBJECTIVES may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining
word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
B. Performance Standards: The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate contextdependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various
situations; and observing correct subjectverb agreement.
C. Learning EN7LT-Ia-1: Discover literature EN7LT-Ia-1: Discover literature as a means of EN7LT-Ia-2.1: Identify the distinguishing
Competencies/Objectives: as a means of connecting to a connecting to a significant past features of proverbs, myths, and legends
Write the LC Code for significant past EN7LT-Ia-2: Describe the different literary genres
each EN7LT-Ia-2: Describe the during the pre-colonial period
S different literary genres during the
T pre-colonial period
U
II. CONTENT D Philippine Literature during Pre-
N E Philippine Literature during Pre-Colonial Period Proverbs
Colonial Period
O N
III. LEARNING
RESOURCES T
A. References S
C ‘
1. Teacher’s Guide Pages
L O
2. Learner’s Materials A
Pages R
S I
3. Textbook Pages
S E
4. Additional Materials K to 12 Curriculum Guide (May K to 12 Curriculum Guide (May 2016), p. 148 2. K to 12 Curriculum Guide (May 2016), p.
from Learning N 2016), p. 148 2. 148
Resource (LR) portal (HOL T
B. Other Learning IDAY
. A Pre-Colonial Philippine Literature, Pre-Colonial Philippine Literature, Retrieved from Proverbs Project Rubric, Retrieved from
Resources ) T Retrieved from http://philfolks.blogspot.com/p/pre-colonial- https://www.rcampus.com/
I http://philfolks.blogspot.com/p/pre- philippine-literature.html 3. Ramallosa, G. (2000). rubricshowc.cfm?code=SB4253&sp=yes
O colonial-philippine-literature.html The Literatures of the Philippines. Lucena City:
N 3. Ramallosa, G. (2000). The Enverga University Press, Inc.
Literatures of the Philippines.
Lucena City: Enverga University
Press, Inc.
 MONDAY TUESDAY
IV. PROCEDURES
A. Reviewing Previous RECALL & TELL
Lesson or Presenting the Ask the students about their learnings
New Lesson in their elementary.
B. Establishing a Purpose INTRODUCTION:
for the Lesson Say: Long before the Spaniards came
to the Philippines, the Filipinos already
have their own culture. It was
influenced by Malaysians, Indonesians,
Chinese, Arabs, Persians, and other
foreigners who came to trade with
them. Much of ancient literature was
oral, community-bound, and derived
from the Peoples’ experiences and
observations. So why do you think we
should study the
literatures of the Philippines?
C. Presenting
Examples/Instances of
the Lesson
D. Discussing New Concepts LET’S EXPLAIN!
and Practicing New Skills The group‘s reporter/s will present
#1 their output with emphasis on the
placement of the pictures given.
REVIEW:
Ask the students about their previous lesson.
INTRODUCTION:
Say: Long before the Spaniards came to the Philippines, the
Filipinos already have their own culture. It was influenced
by Malaysians, Indonesians, Chinese, Arabs, Persians, and
other foreigners who came to trade with them. Much of
ancient literature was oral, community-bound, and derived
from the Peoples’ experiences and observations. So why do
you think we should study the literatures of the Philippines?
LET’S EXPLAIN!
The group‘s reporter/s will present their output with
emphasis on the placement of the pictures given.
While listening to the reports, instruct them to try
REVIEW:
Ask the students about their previous lesson.
INTRODUCTION:
Say: We are not aware that the statements that
our grandparents use
while conversing with their peers are nuggets of
wisdom during their times.
Wisdom in the pre-colonial period was not just
theoretical knowledge but
practical expertise. It was passed on from
generations to generations, with
versions and translations varying from one
region to another, Filipino proverbs or
salawikain, reflect traditional Filipino beliefs,
and customs. The wisdom it gives is
encapsulated in short rhyming two-liners easy
to remember.
FORM IT
Each group will be given a jumbled proverb
in cut-out strips of paper and form it for 1
minute.
1. The pain of the little finger is felt by the
whole body.
2. A sleeping shrimp is carried away by the
current
3. The goodness of the ruled depends on the
worth of the leader.
4. A man is the richest if he is contented even
with little.
5. A person‘s tongue is only three inches long
but can kill even a king.
TRUE OR FALSE
Introduce the content by giving True and False
Questions.
 While listening to the reports,
instruct them to try compare their
output from the other groups‘
outputs.
E. Discussing New Concepts Introduced the Notes on Philippine
and Practicing New Skills Literature during Pre-colonial Period
#2
compare their output from the other groups‘ outputs.
Introduced the Notes on Philippine Literature during Pre-
colonial Period
(GROUP READING)
Directions: On your paper, write T if the
statement is true according to what
you know and F if it is false. Be ready to
explain and exchange ideas with a
partner.
_____ 1. Philippine literature existed
even before the Spaniards came.
_____ 2. Proverbs express the
unending wisdom of the old. _____ 3.
Proverbs communicate only traditional
beliefs and values.
_____ 4. The form of proverbs is chiefly
poetic.
_____ 5. It is difficult to preserve
proverbs.
EXPLAIN ME
Give 5 proverbs and ask the students to explain
the meaning.
F. Developing Mastery ADD SOME MORE!
(Leads to Formative
Assessment 3) Directions: With the description
given on different literary forms,
share other examples you know.
G. Finding Practical GROUP ACTIVITY
Applications of Concepts Provide each group with a commonly
and Skills in Daily Living used Pre-Colonial Filipino proverb or
saying (e.g., "Ang hindi marunong
magmahal sa sariling wika ay higit pa
sa malansang isda." - "Those who do
not love their own language are worse
than smelly fish.").
Instruct each group to discuss the
meaning and significance of the
proverb they received. Ask them to
consider how this proverb can be
applied in their daily lives.
H. Making Generalizations GENERATING IDEAS:
and Abstractions about
the Lesson Ask:
Why is it important to preserve and
pass down the stories and traditions
from the Pre-Colonial period?
ADD SOME MORE!
Directions: With the description given on different
literary forms, share other examples you know.
GROUP ACTIVITY
Provide each group with a commonly used Pre-Colonial
Filipino proverb or saying (e.g., "Ang hindi marunong
magmahal sa sariling wika ay higit pa sa malansang isda." -
"Those who do not love their own language are worse than
smelly fish.").
Instruct each group to discuss the meaning and significance
of the proverb they received. Ask them to consider how this
proverb can be applied in their daily lives.
GENERATING IDEAS:
Ask:
Why is it important to preserve and pass down the stories
and traditions from the Pre-Colonial period?
What steps can individuals take to ensure that these
CREATING NEW PROVERBS:
Encourage students to create their own proverbs
based on general principles they've learned.
This activity can help them synthesize their
understanding and think critically about the
essence of proverbs.
COMMON THEMES
Have students identify common themes or
lessons that emerge from a collection of
proverbs. For instance, what do proverbs like
"Actions speak louder than words" and "The
 What steps can individuals take to traditions remain a part of contemporary Filipino society? early bird catches the worm" have in common
ensure that these traditions remain a in terms of underlying lessons?
part of contemporary Filipino society?

I. Evaluating Learning The teacher will give formative The teacher will give formative assessment about the PROVERB POSTER PROJECT: Assign
assessment about the topic topic each student or group of students a different
proverb. Have them create posters that not only
IDENTIFICATION IDENTIFICATION display the proverb but also provide an
VENN DIAGRAM VENN DIAGRAM explanation of its meaning and a real-world
example of its application. This visual
representation can help reinforce their
understanding.

Will be grade using Rubrics……..

J. Additional Activities for
Application or
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other teachers?