Grade

GRADE 7 School: ANITAPAN NATIONAL HIGH SCHOOL Level: VII

DAILY LESSON Learning
LOG Teacher: SHALOM C. FEJI Area: ENGLISH
Teaching Dates
and Time: Week 1 Quarter: FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet 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
I. OBJECTIVES
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: contemporary Philippine literature as a means of responding demands of the global
village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh- questions.
B. Performance The learner transfers learning by: explaining the needs to be cooperative and responsible in today’s global village; using appropriate
Standards: strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.

C. Learning EN7RC-IVa-3.2, EN7WC-IVa-2.2, EN7RC-IVa-3.2, EN7LC-IVa-8.1,

Competencies/Objectiv EN7LC-IVa-8, AND EN7LT- EN7WC-IVa-2.8.4, and EN7RC-IVa-12.3, and EN7VC-IVa6.1,
es: IVa-12.3 EN7OL-IVa-3 EN7WC-IVa-2.8.4 EN7G-IVa-4, and
Write the LC Code for EN7WC-IVa-2.8.4
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 Essay Writing Writing Meaningful I AM A FILIPINO Outlining an Essay
(Input and Exercises) Journal by: Carlos P. Romulo
(Identifying Parts of an
Essay)
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.
A.References
1. Teacher’s Guide
Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
 from Learning
Resource (LR) portal
B. Other Learning Topic sentences, essay writing Sample journal entry
Resources guidelines, pictures

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
IV. PROCEDURES 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 Task 1 (5 minutes) Task 1 (3 minutes)
Lesson or Presenting Two statements will be The students will have an
the New Lesson presented to the class (p. 4) example of a reflection
The students will be asked based on a journal entry.
with thought-provoking
questions.

B. Establishing a Task 2 (3 minutes) Task 2 (7 minutes)

Purpose for the The photos about economic Out from the given
Lesson status, poverty, monetary reflection, the students
fund, religion, presidential will be introduced with
administration, emotion will the parts of an essay. The
be viewed by the students. said parts will be
consolidated and
rationalized.

C. Presenting Task 3 (12 minutes) Task 3 (12 minutes)

Examples/Instances of The class will be asked with Enriching the students’
the Lesson motive questions about the vocabulary by giving
photos they have seen. synonyms to the keywords
from the topic.

D.Discussing New Task 4 (18 minutes) Task 4 (10 minutes)

Concepts and Indicated below are the Out from the given
Practicing New Skills questions that an individual keywords, questions will
#1 may ask, to know what must be asked about the topic.
be included in their essay.
1.http://www2.le.ac.uk/office
s/ld/resources/writing/questi
ons-to-ask/question-to-ask-
 of-your-essay-content

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
IV. PROCEDURES 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.
E. Discussing New Task 5 (22 minutes) Task 5 (28 minutes)
Concepts and Based on the clues presented, the The students will be given
Practicing New Skills students will write meaningful time to read the selection
#2 journal entries which will be with the guide question:
graded based on the given What makes up a Filipino?
criteria. (p.10)

F. Developing Mastery Task 6 (15 minutes) Task 6 (15 minutes)

(Leads to Formative The students will be tasked to Comprehension questions
Assessment 3) evaluate or examine one of will be asked.
the Philippine Essay written
by Jose Rizal, My Home based
on the firstly given guide
questions.

G.Finding Practical Task 7 (15 minutes) Task 7 (18 minutes)

Applications of The students will write an The students will be asked
Concepts and Skills in about the information which about :
Daily Living they will include in their A. Interpreting the text
journal entry for a week. questions
B. Challenging the text
questions
C. Crossing Author’s Mind
(pp. 16-17)
 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
V. PROCEDURES 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.
H.Making Task 8 (10 minutes) Students will be tasked to
Generalizations and With the given information view about the famous
Abstractions about the students will be enriched personalities and will be
the Lesson with the structure and asked if who the most
organization of an essay. Filipino-looking icon is.
http://web.anglia.ac.uk/anet/ They must describe each
students/documents/2010/h picture and focusing on their
elpful-guide-to-essay- physical attributes.
writing.pdf
(7 minutes)

I. Evaluating Learning Task 9 (20 minutes) The given essay will be

The students will be given dissected according to a
with sentences wherein they thought outline
must arrange it according to 1. page 17
the correct sequence. They 2.http://writing.umn.edu/s
may base their answers from ws/assets/pdf/quicktips/ac
the given exercises. ademicessaystructures.pdf

(20 minutes)

J. Additional Activities HOME TASK HOME TASK

for Application or The class will be instructed to The class will have a
Remediation go to the given link in order persuasive essay format to
to practice and master essay study and practice more.
writing. http://www2.waterforduhs.k
http://www.essaypunch.com 12.wi.us/staffweb/sereno/m
ainpages/InfoLit/Microsoft
%20Word%20-%20Writing
%20the%20Persuasive
%20Essay.pdf
VI. 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?
VII. 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
used/discover which I wish
to share with other
teachers?

CHECKED BY:
HENRY M. CASANE
School In-Charge
4Q
Classify text types (narrative, expository, explanation, EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
recount, persuasive)
Use appropriate reading strategies for various text types EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
Give and follow instructions and directions EN7RC-IV-b-10.1 1. *English Arts I. 2000. pp 47, 48.
Make generalizations from different text types EN7RC-IV-c-2.12 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.

2. *English Expressways II. 2007. pp 68-71, 190-195.

Distinguish between general and specific statements EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
Sequence/reorganize ideas or information EN7RC-IV-e-2.10 1. *English Arts I. 2000. pp 47, 101, 102.
EN7RC-IV-i-10.5
Make a stand EN7RC-IV-g-3.1.13 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
3. *English Arts I. 2000. pp 237, 238.
Organize information read into an outline 1. *English for All Times 6. 1999. pp 172-179.
EN7RC-IV-h-2.15.1 2. *English Arts I. 2000. pp 197, 198.
3. *English Expressways II. 2007. pp 91-95, 238-239.
LC - Listening Comprehension
4Q
Process information mentioned in the text listened to EN7LC-IV-a-8 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN7LC-IV-b-8
Determine the intentions of speakers by focusing on their EN7LC-IV-a-8.1 EN7LC- 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
unique verbal and non-verbal cues IV-b-8.1
Predict the outcomes of a verbal exchange listened to and 1. *English Expressways II. 2007. pp 99, 140-141.
EN7LC-IV-c-2.5
their possible effects on the speakers
Make simple inferences about thoughts and feelings 1. *English for All Times 6. 1999. pp 61-63.
EN7LC-IV-f-2.8
expressed in the text listened to 2. *English Expressways II. 2007. pp 12, 98, 140.
Determine the worth of ideas mentioned in the text 1. *English Expressways II. 2007. pp 78-79, 109-110.
EN7LC-IV-g-8.2
listened to
1. BEAM ENG7 Module 3 – Using Gambits.
Express appreciation for entertaining texts (anecdotes, EN7LC-IV-h-8.3
2. BEAM ENG 7 - Appreciation of Various Literary Types.
jokes, fables, myths, tales) by recognizing the punch lines EN7LC-IV-i-8.3 3. *English Arts I. 2000. pp 45, 46, 259.

VC - Viewing Comprehension
4Q
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Differentiate reality from fantasy based on a material EN7VC-IV-a-6.1 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
viewed EN7VC-IV-b-6.1 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
V - Vocabulary Development
4Q
Use lexical and contextual cues in understanding EN7V-IV-a-12.3 1. *English Arts I. 2000. pp 80, 99, 100, 101, 148.
unfamiliar words and expressions EN7V-IV-b-12.3
Create or expand word clines EN7V-IV-h-23.2 1. *English Arts I. 2000. pp 189.
EN7V-IV-i-23.2
LT – Literary
4Q
Express appreciation for sensory images used EN7LT-IV-c-2.2.1 1. BEAM ENG7 Module 3 – Using Gambits.

2. BEAM ENG 7 – Using Appropriate Rhetorical Function.

Explain the literary devices used EN7LT-IV-d-2.2.2 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Determine tone, mood, technique, and purpose of the 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 218.
author EN7LT-IV-e-2.2.3

WC – Writing and Composition

4Q
1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 147-148.
Compose simple informative texts EN7WC-IV-a-2.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 81-82, 158.

Identify features of personal essays EN7WC-IV-a-2.8.4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 68-70.
Distinguish between and among a capsule biography, 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 14-18, 150-152, 242.
EN7WC-IV-b. 2.8.6
biographical sketch, and feature article
Organize information about a chosen subject using a 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 67.
EN7WC-IV-c-1.3
graphic organizer
Organize information about a chosen subject using a one 1. *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179.
step topic outline EN7WC-IV-d-1.1.6 2. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 85, 86.
3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 94-95, 283-289.
*English Arts I. 2000. pp 218.Compose a biographical EN7WC-IV-g-2.8.6.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
sketch based on a personal interview and background EN7WC-IV-h-2.8.6.2
research EN7WC-IV-i-2.8.6.2
F – Oral Language and Fluency
4Q
EN7G-IV-a-4 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 251.
Use imperatives and prepositions when giving instructions EN7G-IV-b-4

EN7G-IV-c-5 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 39-42, 61-63, 76-78.
Use verbs when giving information and making
EN7G-IV-d-5
explanations EN7G-IV-e-5

Formulate who, what, when, where, why, and how EN7G-IV-f-6.2 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 61.
questions EN7G-IV-g-6.2 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-28.