School: LAZI NATIONAL AGRICULTURAL SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: CLAUDIA C. BOMEDIANO Learning Area: English

DAILY LESSON LOG Teaching Dates and Time: July 1-5, 2019 (week 5) Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9:40-11:40 - MORGANITE 12:30-2:30 - ZIRCON 9:40-11:40 - CARNELIAN 9:40-11:40 - ZIRCON 9:40-11:40 - MORGANITE
12:30-2:30 - CARNELIAN
I. OBJECTIVES

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 EN7VC-I-B-8: Use structural EN7VC-I-B-8: Use structural analysis to EN7VC-I-B-8: Use structural EN7VC-I-B-8: Use structural analysis to
Competencies/Objective analysis to determine the meaning determine the meaning of unfamiliar analysis to determine the meaning determine the meaning of unfamiliar
s: of unfamiliar words or expressions words or expressions of unfamiliar words or expressions words or expressions
Write the LC Code for each
EN7LT-I-b-1: Discover literature as a EN7LT-I-b-1: Discover literature as a EN7LT-I-b-1: Discover literature as EN7LT-I-b-1: Discover literature as a
means of connecting to a means of connecting to a significant a means of connecting to a means of connecting to a significant
significant past past significant past past

EN7LT-I-b-2.2: Explain how the EN7LT-I-b-2.2: Explain how the EN7LT-I-b-2.2: Explain how the EN7LT-I-b-2.2: Explain how the
elements specific to a genre elements specific to a genre contribute elements specific to a genre elements specific to a genre contribute
contribute to the theme of a to the theme of a particular literary contribute to the theme of a to the theme of a particular literary
particular literary selection selection particular literary selection selection

II. CONTENT 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

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 two.
Module 1 - Lesson 2 Recalling My Module 1 - Lesson 2 Recalling My Module 1 - Lesson 2 Recalling My Module 1 - Lesson 2 Recalling My
Ancestors’ Belief Ancestors’ Belief Ancestors’ Belief Ancestors’ Belief

Literature - The Origin of the World Literature - The Origin of the World Literature - The Legend of Maria Literature - The Legend of Maria
(Maranaw) (Maranaw) Makiling Makiling
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
III. LEARNING RESOURCES
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Reference/s
1. Teacher’s Guide Pages pp. 31-49 pp. 31-49 pp. 31-49 pp. 31-49
2. Learner’s Materials Pages Module 1, lesson 2 pp. 45-68 Module 1, lesson 2 pp. 45-68 Module 1, lesson 2 pp. 45-68 Module 1, lesson 2 pp. 45-68
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
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
IV. PROCEDURES 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 Task 4.1 Word Structure Task 4.1 Word Structure Task 11 Sleeping Beauty Task 11 Sleeping Beauty
or Presenting the New
Lesson

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B. Establishing a Purpose for At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the students
the Lesson will be able to: students will be able to: students will be able to: will be able to:

a. use structural analysis to determine a. use structural analysis to a. use structural analysis to a. use structural analysis to determine
the meaning of unfamiliar words or determine the meaning of determine the meaning of the meaning of unfamiliar words or
expressions unfamiliar words or unfamiliar words or expressions expressions
expressions
b. discover literature as a means of b. discover literature as a means of b. discover literature as a means of
connecting to a significant past b. discover literature as a means connecting to a significant past connecting to a significant past
of connecting to a significant
c. explain how the elements specific to a past c. explain how the elements c. explain how the elements specific to
genre contribute to the theme of a specific to a genre contribute to a genre contribute to the theme of a
particular literary selection c. explain how the elements the theme of a particular particular literary selection
specific to a genre contribute to literary selection
the theme of a particular
literary selection

C. Presenting Copy the chart and the newly formed Copy the chart and the newly Make a simple diagram to Make a simple diagram to differentiate
Examples/Instances of the words. formed words. differentiate a myth from a legend. a myth from a legend.
Lesson
D. Discussing New Concepts Read each sentence and fill in the blank Read each sentence and fill in the Work with a partner. Recall the Work with a partner. Recall the
and Practicing New Skills with appropriate word. blank with appropriate word. important points of the legend, important points of the legend, Maria
#1 Maria Makiling. Complete the Makiling. Complete the worksheet by
worksheet by describing in details describing in details the given
the given elements. elements.

E. Discussing New Concepts Task 5. In the Beginning Task 5. In the Beginning Task 17 Plot Me Task 17 Plot Me
and Practicing New Skills The Origin of the World (Maranaw) The Origin of the World
#2 (Maranaw)
F. Developing Mastery Task 5 Writing p. 9 Task 5 Writing p. 9 Task 18.3 Complete Me Now p.62 Task 18.3 Complete Me Now p.62
(Leads to Formative
Assessment 3)

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 G. Finding Practical Process Questions: Process Questions: Process Questions: Process Questions:
Applications of Concepts 1. Who created the world according 1. Who created the world 1. Who are the main characters 1. Who are the main characters in
and Skills in Daily Living to the Maranaw folklore? according to the Maranaw? in the legend? the legend?
2. How many layers comprised the 2. How many layers 2. What do you think happen to 2. What do you think happen to the
world he created? comprised the world he the both of them? both of them?
3. Describe the world he created and created? 3. How would you end the 3. How would you end the story?
its layers. Who inhabited each 3. Describe the world he story?
layer? created and its layers. Who
inhabited each layer?
H. Making Generalizations Have them make their own Have them make their own Have them make their own Have them make their own
and Abstractions about the generalizations on the importance of generalizations on the generalizations on the importance generalizations on the importance of
Lesson understanding the structural analysis of importance of understanding the of recalling our ancestral beliefs as recalling our ancestral beliefs as well as
the word. structural analysis of the word. well as its usefulness in shaping our its usefulness in shaping our identity.
identity.
I. Evaluating Learning Fill in each blank with appropriate Fill in each blank with appropriate Task 19 Ancestral Recall Task 19 Ancestral Recall
prefix/suffix to form a new word that prefix/suffix to form a new word
fits the context of the sentence. that fits the context of the
sentence.
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
VI. REFLECTION 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.
MORGANITE
A. No. of learners who
earned 80% in the ZIRCON
evaluation CARNELIAN

B. No. of learners who require MORGANITE

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 additional activities for ZIRCON
remediation
CARNELIAN

C. Did the remedial lessons MORGANITE

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

MORGANITE

D. No. of learners who continue ZIRCON

to require remediation
CARNELIAN

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?

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