Annex 2B to DepEd Order No. 42, s.

2016
School ROSARIO NATIONAL HIGH SCHOOL Grade Level 7
Grade 1 to 12
Teacher YVONNE D. DICLIHON Leaning Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Times 7/18-22/2016---11:11:55/1:00-1:55/ 5:0-5:55/5:55-6:50 Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met 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 may be done for developing content knowledge and
competencies. These are assessed 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 Teacher's guide/Vocabs

B. Performance Standards Teacher's gude
C. Learning Competencies/Objectives Write the
LC code for each EN8LT-1-0-6
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
L-3 Leaving a Legacy: The Day of Destiny ( by Sir Thomas Mallory) The Story of King Arthur
III. LEARNING RESOURCES
A. Reference Eng9- LM
1. Teacher's Guide pages 28-31
2. Learner's Material Pages 52-59
3. Textbook Page
4. Additional Materials from Learning Resource
(LR) Portal Summary of King Arthur's Life
B. Other Learning Resource Digital pictures /reading texts
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURE providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or presenting the

new lesson Finding new words in word board

B. Establishing a purpose for the new lesson

Why do you remember a person?
C. Presenting examples/instance of the new
lesson Noli Me Tangere/El Filibusterismo
D. Discussing the new concept and practicing
new skill #1
E. Discussing the new concept and practicing new
skill #2
F. Developing Mastery ( Leads to Formative Assessment 3)

G. Finding the Practical Application of Concepts

and Skills in daily Living
H. Making generalizations and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? 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 lesson work? No. of learners
who have caught up the lesson
D. No of learners who continue to require
remediation
E. Which of the teaching strategies who work
well? Why did these work?
F. What Dificulties did I encounter which my
principal or superior can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.
Annex 2B to DepEd Order No. 42, s.2016
School SOUTHVILLE 5-A NATIONAL HIGH SCHOOL Grade Level 10
Grade 1 to 12
Teacher ROSE - ANN M. SIMBRANO Leaning Area Mathematics
DAILY LESSON LOG
Teaching Dates and Times Quarter First

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Write the
LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher's Guide pages
2. Learner's Material Pages
3. Textbook Page
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the new lesson
C. Presenting examples/instance of the new
lesson
D. Discussing the new concept and practicing
new skill #1
E. Discussing the new concept and practicing new
skill #2
F. Developing Mastery ( Leads to Formative Assessment 3)

G. Finding the Practical Application of Concepts

and Skills in daily Living
H. Making generalizations and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of Learners who earned 80% in the
evaluation
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of learners
who have caught up the lesson
D. No of learners who continue to require
remediation
E. Which of the teaching strategies who work
well? Why did these work?
F. What Dificulties did I encounter which my
principal or superior can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.
Annex 2B to DepEd Order No. 42, s.2016
School ROSARIO NATIONAL HIGH SCHOOL Grade Level 7
Grade 1 to 12
Teacher MARIVIC A. GALLANOSA Leaning Area ENGLISH
DAILY LESSON LOG
Teaching Dates and Times 8/6-10, 2019/---7:00-7:55/ Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Cognitive: Complete the the paragraph

Cognitive: Determine the meaning of the given Cognitive: Determine the meaning of the
Cognitive: determine the proper intonation Cognitive: Recognize the meaning of the with the use of connecting words.
words according to its context clues. given words through context and word
through oral reading. words in context.
I. OBJECTIVES Affective: association.
Affective: Observe Affective: Internalize the Affective: Infer the meaning of the words
Observe the proper intonation while while Affective: Infer the meaning of
the rhythm guidelines upon reading the explaining something. meaning and symbols in the stories. using cross word puzzle.
the symbol presented in the text.
text. Psychomotor: Complete Psychomotor: Organize the learned ideas by Psychomotor: Psychomotor: Use the given
Psychomotor: Construct
the table of colloquial and familiar terms. performing the differentiated activies. Perform the tasks skillfully. guidelines to evaluate their own
simple expressions using idioms.
performance.

Oral Language anf Fluency: Use the right

stress, intonation, phrasing and pacing Reading Comprehension: Engage in Reading Comprehension: Engage in
Oral Language anf Fluency: Use the right
when reading short written passages Vocabulary Development: Establish becoming familiar with, appreciative of, becoming familiar with, appreciative of,
stress, intonation, phrasing and pacing
aloud and engaging in interpersonal semantic relationships of words as well as and critical towards the backgrounds, and critical towards the backgrounds,
A. Content Standards communication. Vocabulary
when reading short written passages
familiar, colloquial and idiomatic features and sample translated texts of features and sample translated texts of
aloud and engaging in interpersonal
Development: Establish semantic expressions. Philippine folk literature andd other parallel Philippine folk literature andd other parallel
communication.
relationships of words as well as familiar, selections. selections.
colloquial and idiomatic expressions.

Compare and contrast a pair of texts Compare and contrast a pair of texts
Participate in structured small group or Participate in structured small group or Provide a word or expression that is more consisting of representative text of consisting of representative text of
development periods of Philippine development periods of Philippine
B. Performance Standards whole-class discussions, interviews, whole-class discussions, interviews, appropriate substitute for another given
literature to discuss in personally preferred literature to discuss in personally preferred
panel-discussions using written notes. panel-discussions using written notes. purpose and level of formality. format a chosen theme expressive of a format a chosen theme expressive of a
social issue or concern. social issue or concern.

RC1b: Use information presented in a

C. Learning Competencies/Objectives Write the
LC code for each
reading or viewing selection to infer, to Rce: Respond to ideas, issues, and Rce: Respond to ideas, issues, and
OL1d: Observe the right sentence VD1f: Use appropriate idiomatic concerns presented in a reading or concerns presented in a reading or
evaluate and to express critical
stress using the Rhytm Rule guidelines expressions in a variety of basic viewing selection in creative forms. viewing selection in creative forms. RCb:
ideas.OL1e: Distinguish between and
for both stressed and unstressed
among the rising-falling intonation,
interpersonal communicative RCb: Use information presented in Use information presented in reading or
words. situations. reading or viewing selection to infer, to viewing selection to infer, to evaluate or to
rising intonation and non-final evaluate or to express critical ideas. express critical ideas.
intonation patterns.

II. CONTENT TOPIC: Stress and Intonation (Samal Rising and Falling Intonation (Ozone TOPIC: Ibalon (Three
TOPIC: The Rice Myth TOPIC: The First Monkey
Tripping) Press-Con Heroes of the Bicol Epic)
III. LEARNING RESOURCES
A. Reference English 7 Learning Modules English 7 Learning Modules English 7 Learning Modules English 7 Learning Modules English 7 Learning Modules
1. Teacher's Guide pages English 7 TG 35 English 7 TG 41 English 7 TG 45 English 7 TG 51 English 7 TG 56
2. Learner's Material Pages English 7 LM 35-36 Ebglish 7 LM 41-43 Ebglish 7 LM 45-46 Ebglish 7 LM 50-53 Ebglish 7 LM 55-57
3. Textbook Page www.Englishpage.com/ www.Englishpage.com/ www.Englishpage.com/ www.Englishpage.com/
4. Additional Materials from Learning Resource www.youtube.com www.youtube.com www.youtube.com www.youtube.com www.English.com
(LR) Portal
B. Other Learning Resource LCTG and LM's/ Displayed visuals and LCTG and LM's/ Displayed visuals and LCTG and LM's/ Displayed visuals and LCTG and LM's/ Displayed visuals and LCTG and LM's/ Displayed visuals and
powepoint presentation powepoint presentation powepoint presentation powepoint presentation powepoint presentation
IV. PROCEDURE
Review the lesson about stress and
A. Reviewing previous lesson or presenting the
intonation that was discussed on the
new lesson
previous week.
Let the students use their backgroud
Ask the students about the importance
B. Establishing a purpose for the new lesson of observing proper stress and
knowledge on colloquial language and
familiar language to determine the
intonation when speaking or reading.
difference with slang terms.
The teacher will demonstrate how
C. Presenting examples/instance of the new
stress and intonation affect the
lesson presentation of meaning.
The students will listen to the recording about
Samal Island. As the teacher discuss this
D. Discussing the new concept and practicing
concept, the students will write the important
new skill #1 information are signaled by shifts in stress and
intonation.
E. Discussing the new concept and practicing new The teacher will discuss the rhythm
rule guidelines through reading the
skill #2
text aloud.
F. Developing Mastery ( Leads to Formative Assessment 3) Let the students do the task 8 (Know
Your Words) Familiar and Colloquial
Words
The colloquial terms as well as the
familiar terms will be used in the
G. Finding the Practical Application of Concepts students' daily conversation and
and Skills in daily Living through this, they can enhance their
vocabulary skills by familiarizing with
these words.
Stress and intonation should be properly
given consideration when speaking or
H. Making generalizations and abstractions about reading because they will affect the
the lesson presentation of the meaning. Also, the
colloquial and familiar terms may be used
to improve the vocabulary skills.
Let the students do the task 9 (Know
I. Evaluating Learning Your Words and Speak Up!)
Review the lesson about stress and
Let the students use the pictures and
intonation that was discussed on the let the students recall their knowledge Ask the students to choose. Let them
context clues to get the meaning of the
previous day. Let them also do the about colloquial and familiar language. share their insights about a hero.
words or phrases.
task 1 (Guess through Context)
These are the guide questions to be
answered: 1.
Why the rice is white and red?
2. What can you
Ask the students about the
notice in the pitch, phrasing and
pacing demonstrated by the teacher?
importance of facial expressions and HER
gestures as well as the eye contact in
3. What was
understanding a message. O
the condition of Bohol during that
time? 4. What
did Sappia do to help the hungry
people of Bohol?
1. Friend chum bro sis Task 1 (Esblishing Links) Let the Let the students draw fruits inside the Have this graphic organizer to share
2. bestfriend mate students differentiate the version of the orchard and give the meaning of the their insights and ideas about the real
classmate ally story, "The Origin of Rice" words using context. hero.
The the students listen to the
recording or reading aloud as an Let the students anwer the guide
alternative. Then, have the students of questions:
the intonation patterns. 1. In what aspects are the four
The teacher will discuss the story, Let them read the story Ibalon silently
versions similar and different?
"The First Monley." While the students and answer the guide questions. The
2. What traits did the god/goddesses
show?
are listening, they will suplly the words teacher will discuss the relevance of
that can be associated with the words. connecting words.
3. What do the stories say about the
Rising Falling relationship between humans and their
gods/goddesses?
Idiomatic expressions are common
Let the students practise the proper
phrases or sayings whose meanings
intonation through reading the text in Simple subject and simple predicate Task 1 (I Know It)
cannot be understood by individual
task 8 (Save the Ozone)
words.
Let the students do the task 7 Process the answer in the task 4 Task 2: Make the Grade. Each group
(Grammar Review)
Task 3 (Making It Simple)
(Supply and Demand) will do the task 3 (Say You, Say Me!)
Proper stress and intonation should be The students can apply the use of The students can apply the use of Positive characteristics of a heroe will
used at all times especially when idiomatic expression when writing a idiomatic expression when writing a be recognized and may be applied in
speaking or reading. formal essay. formal essay. daily living.
Associating of words having the same
meaning would be very helpful in Heroes are no always wearing capes
The two intonation patterns; rising and Idiomatic expressions are common
understanding the meaning of the and have magical powers, sometimes,
falling intonation. These intonations should
words. Also, the idiomatic expressions
phrases or sayings whose meanings
be properly given consideration when they don't have powers but they can
cannot be understood by individual
speaking or reading because they will is a big help in expanding the save lives through their own little
affect the presentation of the meaning. words.
vocabulary skills. ways.
Let the students do the task 7.2 and
Task 4. (Supply and Demand) Task 5 (Clearing of the Way) Task 4 (Then and Now)
Task 8
 Final Task (Library Visit)
Group 1 (General Reference Section)
J. Additional activities for application or
Task 9 (The state of Our Skies) Task 5 (Talk of the Town) Group 2 Task 5 ( Here and There)
remediation Let the students perform the task 10 ( Filipiniana Section)
(Writing Right?) by group Group 3 (Serial Sections)
V. REMARKS
VI. REFLECTIONS
A. No. of Learners who earned 80% in the 172 out of 172 earned 80% in the 172 out of 172 earned 80% in the 172 out of 172 earned 80% in the 172 out of 172 earned 80% in the 172 out of 172 earned 80% in the
evaluation evaluation. evaluation. evaluation. evaluation. evaluation.
2 learners were required for additional 2 learners were required for additional 2 learners were required for additional 2 learners were required for additional 2 learners were required for additional
B. No. of Learners who require additional
activities for activities for activities for activities for activities for
activities for remediation remediation/enhancement. remediation/enhancement. remediation/enhancement. remediation/enhancement. remediation/enhancement.
C. Did the remedial lesson work? No. of learners
none none none none none
who have caught up the lesson
D. No of learners who continue to require
none none none none none
remediation
Oral reading is the best method to be Oral reading is the best method to be Silent reading method will be used so
Sematic diagramming is the best Oral reading method will be used so
E. Which of the teaching strategies who work used in order for the students to know used in order for the students to know that they will be practiced their reading
method to accomplish the word that they will be practiced their reading
well? Why did these work? if they are reading the text with proper if they are reading the text with proper power and understand or internalize
association in the vocabulary activities. power.
intonation and stress. intonation and stress. the story.
F. What Dificulties did I encounter which my
none none none none none
principal or superior can help me solve?
G. What innovation or localized materials did I For this lesson, no localized materials The teacher used video presentation
Speaker and laptop to visualize some The teacher will use multimedia device The teacher will use multimedia device
use/discover which I wish to share with other of the topics.
used but there is multi-media as an as an innovative instructional
like video presentation. like video presentation.
teachers. instructional materials. materials.