School: MINA NATIONAL HIGH SCHOOL Grade Level: Grade 7

DAILY LESSON LOG Teacher: MA. ANA FATIMA S. TORREVERDE Learning Area: English
Teaching Dates and Time: August 22 -26, 2022 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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,
OBJECTIVES
exercises and remedial activities 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 context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-
verb agreement.

C. Learning Competencies/Objectives: EN7RC-I-a-7: EN7LC-I-a-5.2: Note the changes EN7LT-I-a-1: Discover literature as EN7F-I-a-3.11: Observe the EN7G-I-a-11: Observe
Write the LC Code for each Use the appropriate reading style in volume, projection, pitch, stress, a means of connecting to a correct production of vowel and correct subject-verb
(scanning, skimming, speed reading, intonation, juncture, and rate of significant past consonant sounds, diphthongs, agreement
intensive reading etc.) for one’s speech that affect meaning EN7LT-I-a-2: Describe the different blends, glides, etc.
purpose EN7VC-I-a-8: Use structural literary genres during the pre- EN7F-I-a-3.11.1: Read words
EN7SS-I-a-1.5.2: Scanfor specific analysis to determine the meaning colonial period phrases, clauses, sentences and
information of unfamiliar words or expressions EN7LT-I-a-2.1: Identify the paragraphs using the correct
EN7LC-I-a-5: Recognize prosodic from the material viewed distinguishing features of proverbs, production of vowel and consonant
features: volume, projection, pitch, EN7V-I-a-22: Distinguish between myths, and legends sounds, diphthongs, blends and
stress, intonation, juncture, and slang and colloquial expressions in EN7WC-I-a-4: Distinguish between glides
speech rate that serve as carriers of conversations oral and written language use
meaning EN7V-I-a-22.1: Distinguish EN7WC-I-a-4.1: Recognize the
EN7LC-I-a-5.1: Listen for important features of colloquial language common purposes for writing
points signalled by volume, (fillers, contractions, etc.) and
projection, pitch, stress, intonation, slang.
juncture, and rate of speech
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.
I. CONTENT Lesson 1. Valuing Our Elders’ Wisdom- Selected Philippine Proverbs, Recorded Speech and Dialogues
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
II. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide Pages 5-6 7 7-10 10-11 11

2. Learner’s Materials Pages 3-6 7-8 8-9 9-10 10

3. Self Learning Module

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Fact sheets/Handouts/pictures Copies of pair speaking-listening CD recording of listening input LM/ Activity Sheets LM/ Activity Sheets
tasks Audio CD player
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
III. PROCEDURES 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.
A. Reviewing Previous Lesson or YOUR INITIAL TASKS Students will be reviewed about Students will be reviewed about the Students will copy a short
Presenting the New Lesson Task 1. True or False? the previous day’s lesson. previous day’s lesson. paragraph which contains
On a half-sheet of paper, students will sentences with common errors in
write T if the statement is true subject-verb agreement.
according to what they know and F if
it is false.

B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
The studentswill be asked to find a
partner to exchange ideas.
Task 2. What did they say?
The students listen to three taped
descriptions of Philippine folk literature
twice.
Task 1. Locate, Reflect, Evaluate!
Students will accomplish the task in
pairs.
Students will be called to prove the
correctness of their responses.
Students will be assigned into pairs.
Each pair will be given a set of
different passages, the contents of
which will not be divulged
immediately.
Have each student read quietly
his/her assigned passage and
formulate three questions to ask his/
her partner after reading it aloud.
Require students to study if the
sentences in the paragraph were
written correctly.
Allow students to work in pairs to
discuss if the sentences were
written correctly

D. Discussing New Concepts and
Practicing New Skills #1
Task 3. Similar or Opposite
Students will accomplish Task 3 and
theywill be asked to locate other
synonymous or antonymous words in the
text.
Teacher will probe into students’ Focus must be on the influence of Elicit from the students their
value judgments concerning the volume and enunciation to observations, with particular
issues they forward or imply. understanding of the message. focus on the subjects and verbs
of the sentences

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
PROCEDURES
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.
Students will explore their awareness of Ask students to use Damiana
a thesaurus as a helpful tool in learning Eugenio’s system to classify
synonyms and antonyms proverbs
Students will be presented with a Students’ responses and the
thesaurus for the key concept in their meaning of proverbs will be
reading selection6 discussed
A Reading selection will be assigned for Students will be provided an
home reading. opportunity to think aloud by
explaining why proverbs may
fall under more than one
category
MONDAY TUESDAY
Probing questions can focus on
what must be done by a speaker
when she or he has a bigger
audience and when there are
disturbances in listening.
The teacher will model the proper
oral reading of each of the two
passages and have the students
practice fundamentals of proper oral
reading.
Tune In: Listening to Dialogue
Instruct the students to take note of
the characteristics of the speakers’
voices and their conversations as
they listen to the taped dialogue
between an elderly and a student
about proverbs.
WEDNESDAY
Present the version of the
paragraph that shows
grammatically correct sentences
Subject-Verb Agreement
Drill/Exercises will be provided
EXAMINING SENTENCES
(15 minutes)
a. The students will examine
several sentences about
narratives that may or may
not include several
examples of determiners
properly.
b. Elicit from the students
their observations,
corrections and
generalizations about
determiners.
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. The students will perform
Task 4 in Your Discovery
Tasks‘.
b. The answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students
perform another exercise
covering the subject of
determiners.
b. Process the answers of
the students.
THURSDAY FRIDAY

H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for Application or
Remediation
IV. REMARKS
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.
Students will write in their notebook
three questions about the selection that
they want to be answered during class
discussion
Summarize the day’s discussion Processing the Dialogue
The listening activity will be
processed focusing on the
following: characteristic of the
speakers’ voices, quality if the
conversation, and the students’
difficulty in listening to the elderly.
Discuss with the students how
their experience of noting
information was.
Summarize the features of oral
language by using the items which
will be provided to the students.
They may be written on the board
or projected using a visual aid.
Have students make INSIGHTS SHARING (20
generalization concerning the rules minutes)
discussed a. Each student will write
on a sheet of paper three
ideas:
i. why the views of other
people about us matter
ii. how we could learn
more about ourselves
through others
iii. why identity is such an
important subject for
teenagers
b. Have each student
discuss his/her ideas with
a partner.
c. Have each pair join
another pair to expand
their sharing.
d. Call on a few students to
share their small group
sharing.
e. Synthesize the lesson.
YOUR FINAL TASK
A Story from my Past
The learners will think of
a story from childhood
when they played a prank
on a sibling, friend, or
parent. They may interview
him or her if they are still in
good terms with the said
person so that you can get
a more complete view of
that episode. They will
complete the statement
that follows the grid.
The students may use
other people’s experience.
They can conduct
interview with the person
and acquire what is asked
in the Final Task. They can
also use the social media
to attain this task.
 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?
IV. 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 use/discover which I wish to share with
other teachers?