School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
STANDARDS: other texts types for a deeper appreciation of Philippine Culture.

B. Learning EN7V-IV-c-23.1 EN7V-IV-c- EN7G-III-c-2 EN7G-III-c-2 Remedial/Enhancement Reading

Competencies/Objectives Supply other words or expressions that complete an analogy 23.1 Use the passive Use the Schedule/ICL
: Supply and active voice passive and
Write the LC Code for each other words meaningfully active voice
or varied contexts. meaningfully
expressions varied
that contexts.
complete
an analogy
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 Lesson 1:Completing an Analogy

Lesson 2: Passive and Active Voice
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Moving
https://znnhs.zdnorte.net/wpcontent/uploads/2020/10/En7_Q1_W1.pdf textbook Textbook and Ahead in
https://study.com/learn/lesson/analogy-types-examples.html teacher-made English pp.
https://www.dictionary.com/e/context-clues/ activity sheets 197-199

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
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 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.
Ask : Remedial/Enhancement
Ask: Ask: Ask: Reading Schedule/ICL
what are contextual What is the topic we What is the topic we What is the topic we
discussed yesterday? discussed yesterday? discussed yesterday?
clues?”
 Before we proceed, let
us play a guessing
game. The game's
name is ‘What Comes
Next?’ Here is the
procedure. I will
present some set of
figures and tell me
what comes next by
drawing it on a sheet of
paper. Do you
understand? Are you
ready?
A. Elicit Ask students if they have Ask students if they have
“What do you notice Do the task 4. heard of the terms “active heard of the terms “active
about the sequences of voice” and “passive voice” voice” and “passive voice”
the figures in the sets? before. before.
Why is it easier for you to
determine what comes
next?”

B. Engage Work on Task 1

Present the different types 1. Show a short videp clip of 1. Present a real-life
of analogies a news report and ask scenario where using active
students to identify the or passive voice can
active and passive voice by change the meaning of a
the reporter. sentence, and ask students
2. Conduct a class to share their
discussion about the interpretations.
advantages and
disadvantages of using
active and passive voice in
writing.
C. Explore
Explain the meaning of the  Part as a whole Work on Task 1: Active and Work on Task 3:
concepts:  Cause to Effect Passive Voice Sort Active and Passive Voice
 Source to product Role play
Analogies.  Object to Purpose
 Characteristics
 General to specific
 User to Tool
Work on Task 2:
 Sequences
Active and Passive Voice
  Synonyms Relay Race
 Antonyms
D. Explain 1. Teach the concept of
active and passive voice
using examples and
explanations. Encourage
students to ask questions
and participate in
discussion.
2. Provide sentence
transformation exercises
where students convert
sentences from active and
passive voice and vice
versa.
MONDAY TUESDAY WEDNESDAY
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
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by 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.
E. Elaborate
Work on Task 2 Work on Task 6 1. Ask students to write a
short paragraph using
active and passive voice to
describe a favorite activity
where students create a
dialogue using sentences in
active and passive voice.
F. Evaluate
Work on Task 3 Work on Task 7 Have students take a quiz
with multiple choice
questions and sentence
transformation exercises
related to active and
passive voice.
G. Extend Assign students to research
Examine an analogy found Create 1 example in eac and present a famous
in your house or school. types of analogy. speech or historical event,
Create atleast two identifying the use of active
analogies. and passive voice in the
1. Teach the concept of
active and passive voice
using examples and
explanations. Encourage
students to ask questions
and participate in
discussion.
2. Provide sentence
transformation exercises
where students convert
sentences from active and
passive voice and vice
versa.
THURSDAY FRIDAY
. Ask students to write a Remedial/Enhancement
short paragraph using Reading Schedule/ICL
active and passive voice to
describe a favorite activity
where students create a
dialogue using sentences in
active and passive voice
Have students take a quiz
with multiple choice
questions and sentence
transformation exercises
related to active and
passive voice.
Assign students to research
and present a famous
speech or historical event,
identifying the use of active
and passive voice in the
 text. text.

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by 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.
Assignment Remedial/Enhancement
Ask: Ask: Write a short story using at Write a short story using at Reading Schedule/ICL
least five sentences in least five sentences in
Of all the analogies found what is the importance active voce and five active voce and five
inside your house or in of knowing analogy sentences in passive voice. sentences in passive voice.
school, what is the best
analogies you made? And and how can you relate
what is the most common it to real life?”
analogies created?

V. REMARKS

School: TANDACOL INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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?

School: TANDACOL INTEGRATED SCHOOL Grade Level: 8

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. OBJECTIVES
 C. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and
STANDARDS: other texts types for a deeper appreciation of Philippine Culture and those of other countries.

D. Learning EN8V-If-6 EN8V-If-6 Use modal Use modal Remedial/Enhancement Reading

Competencies/Objectives Determine the meaning of words and expressions that Determine the meaning of verbs, nouns verbs, nouns Schedule/ICL
: reflect the local words and expressions that and adverbs and adverbs
Write the LC Code for each culture by noting context clues reflect the local
appropriately appropriately
culture by noting context clues
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.

V. CONTENT Lesson 1:Noting Context Clues

Lesson 2: Modal Verbs
VI. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
B. References

Language in Literature Afro-Asian Literature Language in Literature Afro-

Authors: Nicolas M. Galvez, Jr. , Michael Angelo E. Asian Literature
Malicsi & Lourdes M. Ribo pp , 11-13 Authors: Nicolas M. Galvez,
Jr. , Michael Angelo E.
Malicsi & Lourdes M. Ribo
pp , 11-13

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Reviewing Previous Lesson or
II. PROCEDURES
Presenting the New Lesson
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 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.
Ask : Remedial/Enhancement
Ask: Ask: Ask: Reading Schedule/ICL
What is the topic we What is the topic we What is the topic we What is the topic we
discussed yesterday? discussed yesterday? discussed yesterday? discussed yesterday?

E. Elicit
Begin the lesson by asking
students if they have ever
encountered unfamiliar
words while reading and
how they were able to
understand the meaning of
Begin the lesson by asking
students if they have ever
encountered unfamiliar
words while reading and
how they were able to
understand the meaning of
those words. Translate to
- Ask students if they are
familiar with modal
verbs, nouns, and
adverbs.
- Have them provide
examples of sentences
- Ask students if they are
familiar with modal
verbs, nouns, and
adverbs.
- Have them provide
examples of sentences
 those words. Translate to
English: "Begin the lesson
by asking students if they
have ever encountered
unfamiliar words while
reading and how they were
able to understand the
meaning of those words."
F. Engage 1. Show a short video clip
or read a short story that
contains unfamiliar
words. Ask students to
list down the words they
don't know and share
their meanings with their
classmates. Translate to
English: "Show a short
video clip or read a short
story that contains
unfamiliar words. Ask
students to list down the
words they don't know
and share their meanings
with their classmates."
2. Play a vocabulary
game where students
have to guess the
meaning of words based
on their context. Translate
to English: "Play a
vocabulary game where
students have to guess the
meaning of words based
on their context."
G. Explore
Activity 1 - Context
Clues Match-Up
English: "Begin the lesson using these language using these language
by asking students if they elements. elements.
have ever encountered
unfamiliar words while
reading and how they were
able to understand the
meaning of those words."
1. Show a short video clip 3. Play a game where
Ask students to bring in a featuring characters using students have to identify
book or article that they modal verbs, nouns, and and explain the use of
find challenging to read
adverbs in various modal verbs, nouns, and
due to unfamiliar words.
situations. adverbs in given
Have a class discussion
on how they can 2. Conduct a class sentences.
understand the meaning discussion on the
of those words. Translate importance of using these
to English: "Ask students language elements
to bring in a book or correctly.
article that they find
challenging to read due
to unfamiliar words. Have
a class discussion on
how they can understand
the meaning of those
words."
Activity 1: Modal Verbs Activity 3: Adverb Hunt
Activity 3 - Creating Charades
Context Clue Examples
Activity 2: Noun Match-Up
 Activity 2 - Context Clue
Detective
H. Explain 1. Teach students the
different types of context
clues such as definition,
synonym, antonym,
example, and inference.
Engage students in a
discussion and provide
examples for each type
Translate to English:
"Teach students the
different types of context
clues such as definition,
synonym, antonym,
example, and inference.
Engage students in a
discussion and provide
examples for each type."
2. Model how to use
context clues to
understand the meaning
of unfamiliar words by
providing examples and
guiding students through
the process. Translate to
English: "Model how to
use context clues to
understand the meaning
of unfamiliar words by
providing examples and
guiding students through
the process."
V. PROCEDURES MONDAY
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 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.
1. Teach students the Explain: Explain:
different types of context 1. Provide a clear 1. Provide a clear
clues such as definition, definition and definition and explanation
synonym, antonym, explanation of modal of modal verbs, nouns,
example, and inference. verbs, nouns, and and adverbs.
Engage students in a adverbs. 2. Give examples of
discussion and provide 2. Give examples of sentences using these
examples for each type sentences using these language elements and
Translate to English: language elements and explain their functions
"Teach students the explain their functions and meanings.
different types of context and meanings.
clues such as definition,
synonym, antonym,
example, and inference.
Engage students in a
discussion and provide
examples for each type."
2. Model how to use
context clues to
understand the meaning
of unfamiliar words by
providing examples and
guiding students through
the process. Translate to
English: "Model how to
use context clues to
understand the meaning
of unfamiliar words by
providing examples and
guiding students through
the process."
TUESDAY WEDNESDAY THURSDAY FRIDAY
E. Elaborate 1. Have students create a Remedial/Enhancement
1. Have students work in 2. Ask students to create 1. Have students create a dialogue using modal Reading Schedule/ICL
pairs or small groups to their own context clue dialogue using modal verbs, nouns, and
find articles or passages puzzles or riddles using verbs, nouns, and adverbs. They can
online or in books, and unfamiliar words. They adverbs. They can perform their dialogues in
identify the context clues can exchange their perform their dialogues in front of the class.
in the text. They should puzzles with their front of the class. 2. Ask students to write a
discuss and explain the classmates and try to 2. Ask students to write a short story that
meaning of the solve them. Translate to short story that incorporates modal verbs,
underlined words. English: "Ask students to incorporates modal verbs, nouns, and adverbs.
Translate to English: create their own context nouns, and adverbs.
"Have students work in clue puzzles or riddles
pairs or small groups to using unfamiliar words.
find articles or passages They can exchange their
online or in books, and puzzles with their
identify the context clues classmates and try to
in the text. They should solve them."
discuss and explain the
meaning of the
underlined words."

F. Evaluate 1. Have students 2. Conduct a class - Students can be assessed - Students can be assessed
complete a context clues discussion where students through written quizzes through written quizzes
worksheet where they have to explain the that require them to that require them to
have to identify the type meaning of unfamiliar identify and use modal identify and use modal
of context clue used and words in sentences verbs, nouns, and adverbs verbs, nouns, and adverbs
explain the meaning of provided by the teacher. correctly. correctly.
the underlined word. Translate to English: - The teacher can also - The teacher can also
Translate to English: "Conduct a class observe and assess observe and assess
"Have students complete discussion where students students' participation and students' participation and
a context clues worksheet have to explain the understanding during understanding during
where they have to meaning of unfamiliar class discussions and class discussions and
identify the type of words in sentences group activities. group activities.
context clue used and provided by the teacher."
explain the meaning of
the underlined word."

G. Extend Provide additional reading Provide additional reading - Provide additional - Provide additional
 materials or books to students
that contain challenging
vocabulary. Encourage them to
identify and understand the
meaning of unfamiliar words
using context clues. Translate
to English: "Provide additional
reading materials or books to
students that contain
challenging vocabulary.
Encourage them to identify
and understand the meaning of
unfamiliar words using context
clues."
materials or books to students exercises and practice exercises and practice
that contain challenging materials for students to materials for students to
vocabulary. Encourage them to
identify and understand the
further enhance their further enhance their
meaning of unfamiliar words skills in using modal skills in using modal
using context clues. Translate verbs, nouns, and verbs, nouns, and
to English: "Provide additional adverbs. adverbs.
reading materials or books to
students that contain
challenging vocabulary.
Encourage them to identify
and understand the meaning of
unfamiliar words using context
clues."

Assignment "Ask students to write a short Write a letter to a friend Remedial/Enhancement

paragraph using at least three
unfamiliar words and provide
context clues to help the reader
understand the meaning of
those words."
. using at least three modal Reading Schedule/ICL
verbs, three nouns, and
three adverbs. Explain the
purpose and effect of
each language element in
your letter.

VII. 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
VIII. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned
80% in the evaluation

I. No. of learners who require

additional activities for
remediation

J. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

K. No. of learners who continue to

 require remediation

L. Which of my teaching strategies

work well? Why did these work?

M. What difficulties did I encounter

which my principal or supervisor
can help me solve?

N. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

School: TANDACOL INTEGRATED SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
VII. OBJECTIVES
A. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of British-American Literature,
STANDARDS: including Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
B. Learning Express permission, obligation, and prohibition using modals Express permission, obligation, and Express Express Remedial/Enhancement Reading
Competencies/Objectives prohibition using modals permission, permission, Schedule/ICL
obligation, and obligation, and
: prohibition using prohibition
Write the LC Code for each modals using modals
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.

VIII. CONTENT Lesson 1: Modals: Permission, Obligation and Prohibition

IX. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References

Language in Literature Afro-Asian Literature Language in Literature Afro-

Authors: Nicolas M. Galvez, Jr. , Michael Angelo E. Asian Literature
Malicsi & Lourdes M. Ribo pp , 11-13 Authors: Nicolas M. Galvez,
Jr. , Michael Angelo E.
Malicsi & Lourdes M. Ribo
pp , 11-13

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
III. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by 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.
Reviewing Previous Lesson or Ask : Remedial/Enhancement
Presenting the New Lesson Ask: Ask: Ask: Reading Schedule/ICL
What is the topic we What is the topic we What is the topic we What is the topic we
discussed yesterday? discussed yesterday? discussed yesterday? discussed yesterday?

A. Elicit Review the students' prior
knowledge about modals
and their usage in English
sentences.
Review the students' prior
knowledge about modals
and their usage in English
sentences.
To elicit prior knowledge
from students, ask the
following questions in
English:
1. What are modals?
2. Can you give examples
of modals?
3. How are modals used in
sentences?
To elicit prior knowledge
from students, ask the
following questions in
English:
1. What are modals?
2. Can you give examples
of modals?
3. How are modals used in
sentences?
B. Engage 1. Show a video clip or 3. Play a game or conduct 1. Show a video clip 3. Present a real-life
present a scenario where a quick quiz with depicting various scenario where students
someone is breaking a questions related to situations where modals have to make decisions
rule or doing something modals and prohibition. are used, and ask students using modals, and
prohibited. Ask the This will pique the to identify the modals. encourage them to share
students to discuss in students' interest and 2. Conduct a class their choices with the
pairs what they think the activate their thinking discussion about rules class.
person should have done about the topic. and regulations,
differently. emphasizing the use of
2. Present a real-life prohibition modals.
situation where the use of
modals and their
prohibition is important,
such as a workplace
safety rule or a school
policy. Ask the students
to brainstorm the possible
consequences of not
following the prohibition.

C. Explore Activity 1: Modal Sort Activity 3: Modal Activity 1: Modal Matching Activity 3: Modal Writing
Writing Game Task

Activity 2: Prohibition Activity 2: Prohibition Role

Role Play Play

D. Explain 1. Teacher explains the 1. Teacher explains the Explain: Teach the Explain: Teach the
concept of modals and concept of modals and
concept of modals by: concept of modals by:
their prohibition using their prohibition using
clear examples and clear examples and 1. Presenting a mini- 1. Presenting a mini-
definitions. definitions. lesson on the different lesson on the different
2. Teacher engages the 2. Teacher engages the types of modals and their types of modals and their
students in a discussion, students in a discussion, functions. functions.
asking them to provide asking them to provide 2. Engaging students in a 2. Engaging students in a
their own examples and their own examples and guided practice activity guided practice activity
 explanations of how
modals and prohibition
work in English
sentences.
E. Elaborate
1. Students work in pairs
or small groups to create
their own scenarios where
modals and prohibition
are applicable. They will
present these scenarios to
the class, explaining the
use of modals and
prohibition.
2. Students research and
analyze real-life
situations where the use
of modals and prohibition
is crucial, such as
warning labels or legal
documents. They will
present their findings to
the class.
F. Evaluate 1. Quiz the students on
their understanding of
modals and their
prohibition, using
multiple-choice or fill-in-
the-blank questions.
2. Assign a writing task
where students have to
compose a short essay
discussing the importance
of following rules and
regulations, incorporating
the use of modals and
prohibition.
explanations of how where they have to where they have to
modals and prohibition identify and use modals identify and use modals
work in English in sentences in sentences
sentences.
1. Students work in pairs Give two examples/ideas: Give two examples/ideas: Remedial/Enhancement
or small groups to create 1. Divide students into 1. Divide students into Reading Schedule/ICL
their own scenarios where groups and assign them groups and assign them
different scenarios where different scenarios where
modals and prohibition
they have to create they have to create
are applicable. They will dialogues using modals. dialogues using modals.
present these scenarios to 2. Have students write a 2. Have students write a
the class, explaining the short story incorporating short story incorporating
use of modals and modals to express modals to express
possibilities and possibilities and
prohibition.
prohibitions. prohibitions.
2. Students research and
analyze real-life
situations where the use
of modals and prohibition
is crucial, such as
warning labels or legal
documents. They will
present their findings to
the class.
1. Quiz the students on 1. Create a quiz with 2. Assign a writing task
their understanding of multiple-choice questions where students have to
modals and their where students have to compose a paragraph
prohibition, using identify the correct modal using a variety of modals
multiple-choice or fill-in- verb based on the given to express different
the-blank questions. sentence. meanings.
2. Assign a writing task
where students have to
compose a short essay
discussing the importance
of following rules and
regulations, incorporating
the use of modals and
prohibition.
G. Extend Provide additional
resources or materials for
students to further practice
and explore the use of
modals and prohibition in
English sentences.
Assignment Ask the students to find
news articles or online
sources that discuss rules
or regulations related to
their interests or hobbies.
They should identify and
highlight the use of modals
and prohibition in these
sources and write a short
reflection on how these
rules impact society.
IX. 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
X. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
Provide additional
resources or materials for
students to further practice
and explore the use of
modals and prohibition in
English sentences.
Ask the students to find
news articles or online
sources that discuss rules
or regulations related to
their interests or hobbies.
They should identify and
highlight the use of modals
and prohibition in these
sources and write a short
reflection on how these
rules impact society.
Provide additional resources
or activities to further
enhance student
understanding of modals,
such as online interactive
exercises or reading
materials.
. letter to a friend
Provide additional resources
or activities to further
enhance student
understanding of modals,
such as online interactive
exercises or reading
materials.
Have students write a Remedial/Enhancement
Reading Schedule/ICL
explaining the importance
of modals in expressing
possibilities and
prohibitions. They should
include examples and
personal experiences.
R. No. of learners who continue to
require remediation

S. Which of my teaching strategies

work well? Why did these work?

T. What difficulties did I encounter

which my principal or supervisor
can help me solve?

U. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

School: TANDACOL INTEGRATED SCHOOL Grade Level: 10

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
X. OBJECTIVES
C. GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of literature and other texts
STANDARDS: types for a deeper appreciation of World Literature, including Philippine Literature.

D. Learning EN10LC-Ia-11.1 EN10LC-Ia-11.1 EN10LC-Ia-11.1 EN10LC-Ia-11.1 Remedial/Enhancement

Competencies/Objectives Use information from news reports, speeches, informative talks, Use information from news reports, Use information from news Use information from Reading Schedule/ICL
 : panel discussions, etc. in everyday conversations and exchanges speeches, informative talks, panel reports, speeches, news reports, speeches,
Write the LC Code for each discussions, etc. in everyday informative talks, panel informative talks, panel
conversations and exchanges discussions, etc. in discussions, etc. in
everyday conversations everyday conversations
and exchanges and exchanges
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.
XI. CONTENT
Lesson 1: Information from various sources

XII. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV.PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
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 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.
Ask : Remedial/Enhancement
Ask: Ask: Ask: Reading Schedule/ICL
What is the topic we What is the topic we What is the topic we What is the topic we
discussed yesterday? discussed yesterday? discussed yesterday? discussed yesterday?

E. Elicit Ask students if they have
ever watched a news
report, listened to a
speech, or participated in
a panel discussion. Have
they ever used
information from these
sources for their own
presentations or
discussions?
Ask students if they have
ever watched a news
report, listened to a
speech, or participated in
a panel discussion. Have
they ever used
information from these
sources for their own
presentations or
discussions?
Ask students if they have
ever watched a news
report, listened to a
speech, or participated in
a panel discussion. Have
they ever used
information from these
sources for their own
presentations or
discussions?
Ask students if they have
ever watched a news
report, listened to a
speech, or participated in
a panel discussion. Have
they ever used
information from these
sources for their own
presentations or
discussions??

F. Engage 1. Show a short video clip 3. Conduct a role play 2. Engage students in a 2. Engage students in a
of a news report or activity where students class discussion about the class discussion about the
speech and ask students take on the roles of news importance of reliable importance of reliable
 to identify the main
points and key
information.
G. Explore Activity 1: Analyzing
News Reports
H. Explain 1. Teach students how to
identify reliable sources
of information by
discussing different types
of news outlets and their
credibility.
2. Guide students in
analyzing speeches by
highlighting key
rhetorical devices and
persuasive techniques
used by the speakers.
E. Elaborate 1. Organize a guest
speaker session where a
journalist, public speaker,
or panelist shares their
experiences and insights
on using information
effectively in their field.
2. Assign students group
projects where they have
to create their own news
reports, speeches, or
panel discussions using
reliable sources of
information.
reporters, speakers, or
panelists to practice using
information effectively.
Activity 2: Analyzing
Speeches
1. Teach students how to
identify reliable sources
of information by
discussing different types
of news outlets and their
credibility.
2. Guide students in
analyzing speeches by
highlighting key
rhetorical devices and
persuasive techniques
used by the speakers.
1. Organize a guest
speaker session where a
journalist, public speaker,
or panelist shares their
experiences and insights
on using information
effectively in their field.
2. Assign students group
projects where they have
to create their own news
reports, speeches, or
panel discussions using
reliable sources of
information.
sources of information in
news reports, speeches,
and discussions.
Activity 3: Panel
Discussion
1. Teach students how to
identify reliable sources
of information by
discussing different types
of news outlets and their
credibility.
2. Guide students in
analyzing speeches by
highlighting key
rhetorical devices and
persuasive techniques
used by the speakers.
1. Organize a guest
speaker session where a
journalist, public speaker,
or panelist shares their
experiences and insights
on using information
effectively in their field.
2. Assign students group
projects where they have
to create their own news
reports, speeches, or
panel discussions using
reliable sources of
information.
sources of information in
news reports, speeches,
and discussions.
Activity 3: Panel
Discussion
1. Teach students how to
identify reliable sources
of information by
discussing different types
of news outlets and their
credibility.
2. Guide students in
analyzing speeches by
highlighting key
rhetorical devices and
persuasive techniques
used by the speakers.
1. Organize a guest Remedial/Enhancement
speaker session where a Reading Schedule/ICL
journalist, public speaker,
or panelist shares their
experiences and insights
on using information
effectively in their field.
2. Assign students group
projects where they have
to create their own news
reports, speeches, or
panel discussions using
reliable sources of
information.
F. Evaluate 1. Assess students' ability
to use information
effectively in a speech or
presentation by
evaluating their use of
reliable sources,
organization of ideas, and
clarity of delivery.
G. Extend 1. Invite students to
analyze speeches or panel
discussions from different
time periods or cultures to
understand how
information is used in
different contexts.
Assignment
XI. REMARKS
1. Assess students' ability
to use information
effectively in a speech or
presentation by
evaluating their use of
reliable sources,
organization of ideas, and
clarity of delivery.
1. Invite students to
analyze speeches or panel
discussions from different
time periods or cultures to
understand how
information is used in
different contexts.
2. Evaluate students'
participation and
contribution in panel
discussions based on their
use of information, ability
to engage in thoughtful
discussions, and respect
for others' viewpoints.
2. Encourage students to
critically analyze news
reports and speeches they
encounter in their daily
lives, discussing the use
of information and its
impact on society.
. students to find a news
2. Evaluate students'
participation and
contribution in panel
discussions based on their
use of information, ability
to engage in thoughtful
discussions, and respect
for others' viewpoints.
2. Encourage students to
critically analyze news
reports and speeches they
encounter in their daily
lives, discussing the use
of information and its
impact on society.
For homework, ask Remedial/Enhancement
Reading Schedule/ICL
article or speech that
interests them and write a
reflection on how
information is used to
convey the main ideas or
arguments. They should
also identify any bias or
misleading information
they encountered and
discuss its impact on the
overall message.
.
 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
XII. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
V. No. of learners who earned
80% in the evaluation

W. No. of learners who require

additional activities for
remediation

X. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

Y. No. of learners who continue to

require remediation

Z. Which of my teaching strategies

work well? Why did these work?

AA. What difficulties did I

encounter which my principal or
supervisor can help me solve?

BB. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

School: TANDACOL INTEGRATED SCHOOL Grade Level: 9

GRADES 1 to 12
Teacher: ALGIE MAY A. GAPOL Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and
Time: September 4-8, 2023 (week 2) Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
XIII. OBJECTIVES
A. CONTENT The learner demonstrates understanding of how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich
STANDARDS: blood and nutrients to the different parts of the body.
 B. PERFORMANCE The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based
STANDARD on data gathered from the school or local health workers.

C. Learning S9LT-la-b-26 S9LT-la-b-26 S9LT-la-b-26 S9LT-la-b-26 Remedial/Enhancement

Competencies/Objectives Explain how the respiratory and circulatory systems work Explain how the respiratory and Explain how the respiratory Explain how the Reading Schedule/ICL
together to transport nutrients, gases, and other molecules to circulatory systems work together and circulatory systems respiratory and
: and from the different parts of the body. to transport nutrients, gases, and work together to transport circulatory systems work
Write the LC Code for each other molecules to and from the nutrients, gases, and other together to transport
different parts of the body molecules to and from the nutrients, gases, and
different parts of the body other molecules to and
from the different parts
of the body
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.
XIV. CONTENT
Lesson 1: Respiratory and Circulatory Systems

XV. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES
Reviewing Previous Lesson
or Presenting the New
Lesson
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 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.
Ask : Remedial/Enhancement
Ask: Ask: Ask: Reading Schedule/ICL
What is the topic we discussed What is the topic we discussed What is the topic we What is the topic we discussed
yesterday? yesterday? discussed yesterday? yesterday?

I. Elicit - Ask students to write down

what they already know about
the respiratory and circulatory
system in their notebooks.

J. Engage 1. Show a short video clip 2. Conduct a class discussion 3. Ask students to
highlighting the importance of on the significance of share personal
 the respiratory and circulatory
system in transporting nutrients
and gases.
K. Explore Activity 1: Model of the
Respiratory System
L. Explain 1. Lecture: The teacher explains
the functions of the respiratory
and circulatory system,
emphasizing their
interdependence. Students are
encouraged to ask questions
and participate in discussions.
E. Elaborate 1. Research Project: Students
are tasked to research a specific
disease or condition related to
the respiratory or circulatory
system. They must create a
presentation summarizing the
causes, symptoms, and
treatment options.
breathing and blood
circulation in our daily lives.
Activity 2: Blood Circulation
Relay Race
. 1. Lecture: The teacher
explains the functions of the
respiratory and circulatory
system, emphasizing their
interdependence. Students are
encouraged to ask questions
and participate in discussions.
1. Research Project: Students
are tasked to research a
specific disease or condition
related to the respiratory or
circulatory system. They must
create a presentation
summarizing the causes,
symptoms, and treatment
options.
experiences where
they felt the effects of
a lack of oxygen or
poor blood circulation.
Activity 3: Lung Activity 3: Lung Capacity
Capacity Experiment Experiment
2. Group Activity: 2. Group Activity: Students
Students are divided are divided into groups and
into groups and given given a case study where
a case study where they have to analyze a
they have to analyze a scenario related to the
scenario related to the respiratory and circulatory
respiratory and system. They must identify
circulatory system. the problems and propose
They must identify the solutions based on their
problems and propose understanding of the topic.
solutions based on
their understanding of
the topic.
2. Debate: Divide the 2. Debate: Divide the class Remedial/Enhancement
class into two groups into two groups and assign Reading Schedule/ICL
and assign them them different perspectives
different perspectives on a controversial topic
on a controversial related to the respiratory and
topic related to the circulatory system. They
respiratory and must present arguments and
circulatory system. counterarguments,
They must present promoting critical thinking
arguments and and research skills.
counterarguments,
promoting critical

F. Evaluate 1. Written Test: Create a test
that includes multiple-choice
questions, fill in the blanks, and
short answer questions related
to the functions and
interdependence of the
respiratory and circulatory
system.
. .
G. Extend - Invite a healthcare
professional to speak to the
class about the respiratory and
circulatory system, providing
real-life examples and
answering student questions.
diagnose respiratory conditions.
Assignment
XIII. REMARKS
XIV. REFLECTION 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
1. Written Test: Create a test
that includes multiple-choice
questions, fill in the blanks,
and short answer questions
related to the functions and
interdependence of the
respiratory and circulatory
system.
- Invite a healthcare
professional to speak to the
class about the respiratory and
circulatory system, providing
real-life examples and
answering student questions.
diagnose respiratory
conditions.
- Write a reflection paper
discussing the importance of
maintaining a healthy
respiratory and circulatory
system. Include personal
experiences, research findings,
and recommendations for a
healthy lifestyle.
thinking and research
skills.
2. Oral Presentation: 2. Oral Presentation:
Students present their Students present their
research projects to research projects to the
the class, class, demonstrating their
demonstrating their
understanding of the topic
understanding of the
and ability to communicate
topic and ability to
communicate effectively
effectively
- Organize a field trip - Organize a field trip to a
to a medical medical laboratory or
laboratory or hospital hospital to observe firsthand
to observe firsthand how medical professionals
how medical analyze blood samples and
professionals analyze
blood samples and
Remedial/Enhancement
. Reading Schedule/ICL
 students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
CC. No. of learners who earned
80% in the evaluation

DD. No. of learners who require

additional activities for
remediation

EE. Did the remedial lessons

work? No. of learners who have
caught up with the lesson

FF.No. of learners who continue to

require remediation

GG. Which of my teaching

strategies work well? Why did
these work?

HH. What difficulties did I

encounter which my principal or
supervisor can help me solve?

II. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?