School: PAYAPAG NATIONAL HIGH SCHOOL Grade Level: VII

GRADES 1 to 12
Teacher: MAY-GENE B. LAWAN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: November 5-9, MON-FRIDAY (10:00-11:00) Quarter: Second

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,
I. 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 EN7RC-I-i-14; EN7LC-I-i-5.1 EN7LC-I-i-5.2 EN7VC-I-i-10 EN7LT-I-i-3 EN7OL-I-i-1.14.5

Competencies/Objectives: EN7V-I-i-22.3 EN7WC-I-i-2.2 EN7G-I-i-11
Write the LC Code for each
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 Practices on Valuing Elders Idiomatic Expressions Why there is High Tide during a Full Stress and Intonation Subject Verb-Agreement
Moon
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 manipulative materials as well as
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 101-102 103-104 104-106 107-110 112-114
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources K to 12 English Curriculum Guide, p. 151 K to 12 English Curriculum Guide, p. K to 12 English Curriculum Guide, p. K to 12 English Curriculum Guide, p. 151 K to 12 English Curriculum Guide, p.
151 151 151
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
IV. PROCEDURES 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
Presenting the New Lesson
B. Establishing a Purpose for the Pre-assessment (TRUE OR FALSE? WHAT DID THEY SAY? (15 minutes) See
(See Task 1, “Your Initial Tasks‟.) Task 2, „Your Initial Tasks‟.
Lesson a. Have the students express if the statements in
Task 1 are true or false based on what they know. a. Have the students listen to three taped
b. Ask students to find a partner to exchange descriptions of Philippine folk literature
ideas. twice.
c. Discuss some of the responses. b. b. Ask students to make inferences about
d. Introduce the coverage of the lesson. what was listened to using the grid. c.
Elicit student generalizations that
differences in voice levels and speech
patterns affect our understanding of
what we listen to.
V. PROCEDURES 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 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.
C. Discussing New Concepts and
LOUD AND CLEAR! (10 minutes)
Practicing New Skills #1
a. Assign students into pairs. Each pair
should be given a set of different
passages the contents of which should
not be divulged immediately.
b. Have each student read quietly his/her
assigned passage and formulate three
questions to ask his/her partner after
reading it aloud.
c. During the post-activity processing,
focus on the influence of volume and
enunciation to understanding the
message.
d. 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.

CLASSIFYING PROVERBS (20 minutes)

See Task 2, „Your Discovery Tasks‟.

a. Ask students to use Damiana Eugenio‟s

system to classify the proverbs.
b. Discuss the students‟ responses and the
meanings of the proverbs.
c. In cases of differing answers, explain why
proverbs may fall under more than one
category. This is an opportunity for students
to think aloud.
D. Discussing New Concepts and PROCESSING THE DIALOGUE (15 minutes)
Practicing New Skills #2 a. Process the listening activity by focusing
on the following: i. the characteristics of
the speakers‟ voices ii. the quality of the
conversation iii. the students‟ difficulties
in listening to the elderly
b. Discuss with the students how their
experience of noting information would
be different if they were reading a written
material talking about the topic of the
conversation they listened to.
c. Summarize the features of oral language
using the items below. They may be
written on the board or projected using a
visual aid.
E. Developing Mastery ORAL PRACTICE (10 minutes)
a. Model the proper oral reading of
(Leads to Formative Assessment 3) each of the two passages.
b. Have the students practice
fundamentals of proper oral reading.
F. Finding Practical Applications of
Concepts and Skills in Daily Living
G. Making Generalizations and TUNE IN: LISTENING TO A DIALOGUE
(10 minutes)
Abstractions about the Lesson See Task 3, „Your Discovery Tasks‟.
a. Before the students listen, ask students
about the important considerations
when listening to people who are
speaking. List them down on the board.
 b. Instruct the students to take note of
the characteristics of the speakers‟
voices and their conversation.
c. Have the students listen to the taped
dialogue between an elderly and a
student about proverbs.
H. Evaluating Learning LOCATE, REFLECT, EVALUATE!
(20 minutes)
See Task 1, „Your Discovery
Tasks‟.
a. Have the students accomplish
the task in pairs.
b. Call on students to prove the
correctness of their responses.
c. Probe into students‟ value
judgments concerning the
issues they forward or imply.

I. Additional Activities for Application HOMEWORK (LIBRARY-

or Remediation BASED) (10 minutes)

a. Explain the mechanics of

“Your Final Task‟.
b. Remind students of
expected behavior while
using the library resources.
c. On the date of
submission, review
students‟ awareness of the
various sections of the
school‟s library vis-à-vis
the types of information
they have located.
IV. 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?
V. 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?

Prepared by: Checked and Approved by:

MAY-GENE B. LAWAN MARITES Q. RULE
SST- I PRINCIPAL