A.

PIVOT 4A DLL/DLP Format for Grades 1-10*

School LUCENA DALAHICAN NHS Grade Level 7

DAILY LESSON LOG FAYE MICHELLE A.
Teacher Learning Area ENGLISH
ABEJAR
Teaching Date and Time August 24- 27 Week 1 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead him/ her to connect to his/
A. Content Standards her past, embrace Filipino culture and identify through various reading styles, creative writing compositions, oral language fluency
activities, viewing and listening texts and observing correct subject-verb agreement in order to appreciate oneself.
B. Performance Standards The learner creatively tells a story using modern technology.
At the end of the lesson, learners are expected to:
a. Demonstrate understanding of analogy.
C. Learning Competencies or
b. Analyze relationship presented in analogies.
Objectives
c. Make comparisons between concepts.
d. Supply other words or expressions that complete an analogy.
D. Most Essential Learning
Competencies (MELC)
SUPPLY OTHER WORDS OF EXPRESSIONS THAT COMPLETE AN ANALOGY.
(If available, write the indicated
MELC)
E. Enabling Competencies A. Select an appropriate colloquial or idiomatic word or expression as a substitute for another word or expression.
(If available, write the attached B. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations.
enabling competencies) C. Explain the predominance of colloquial and idiomatic expressions in oral communication
F. Enrichment Competencies
(If available, write the attached
enrichment competencies)
II. CONTENT ANALOGIES

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
 c. Textbook Pages
https://www.kyrene.org/c
ms/lib/AZ01001083/Centr https://www.youtube.com/
https://elearning.shisu.edu
icity/Domain/2259/BEST watch?v=bbXR43hMSV8
.cn/pluginfile.php/36509/
d. Additional Materials from Analogy.pdf
mod_resource/content/1/A
Learning Resources https://www.youtube.com/
NALOGIES.pdf
https://www.youtube.com/ watch?v=r120aIfa_6s
watch?v=ts-K4PrGydQ

B. List of Learning Resources for

Development and Engagement
Activities
IV. PROCEDURES
Pretest
5-item quiz on Analogy

Define and present

A. Introduction
samples of Analogy.

Goal Orientation

B. Development Let the learners decide Focus: WHAT’S YOUR

what the relationship is TYPE?
between the first two Let the learners Identify
words in each analogy. each type of Analogy.
Then complete the Focus: YOU COMPLETE
analogy with one of the ME
words in parentheses. If A. Let the learners
they are unsure of a choose the word
word’s meaning, allow that best
them to consult a completes each
dictionary for analogy.
clarification. Ask the B. Allow the
learners to write their learners to
answers on a separate complete the
piece of paper. given set of
analogies.
Follow up activity: Allow C. Allow the
the learners to try to learners circle the
define the relationship word that best
between the first pair of completes each
 analogy.
Focus: PERFECT
COMBINATION
words given below. From
Allow the learners to look
the four answer choices,
at the words that are given
ask them to choose the
in each incomplete
pair of words that has the
analogy. Let them
same relationship as the
combine words to make
original pair of words.
the pairs of words.
Direct them to write their
answers on a separate
piece of paper.

C. Engagement Activity 1: Allow the

learners to write the
second pair of the words
that have the same
relationship as the original
pair of words.
Activity 2: Let the
learners form the
relationship between the
first pair of words.
Activity 3: Allow the
learners think and choose
the best word that matches
the second pair of words.
Activity 4: Let the
learners complete each
analogy by picking the
appropriate word.
Activity 5: Allow the
learners to read each
analogy and choose one of
the relationships provided
below.
Activity 6: Let the
learners complete each
analogy by selecting the
 correct word from the
box.
Activity 7: Allow the
learners to choose the pair
of words which are given.
Then let them solve each
analogy.
Activity 9: Let the
learners read each analogy
carefully then let them tell
what type of analogy it is.
Activity 10: Allow the
learners to write the pair
of words that shows the
relationship of the pair of
words in bold letters.

https://elearning.shisu.edu
.cn/pluginfile.php/36509/
D. Assimilation mod_resource/content/1/A
NALOGIES.pdf

Exit Pass
Learners to complete the
V. REFLECTION prompts below:
(Reflection on the Type of Formative
Assessment Used for This Particular What I learned:
Lesson) ____________________.
What I realized:
____________________.

*Blended learning – combination of face-to-face, online or modular

 B. PIVOT 4A DLL/DLP Format for Grades 1-10*

School LUCENA DALAHICAN NHS Grade Level 7

DAILY LESSON LOG FAYE MICHELLE A.
Teacher Learning Area ENGLISH
ABEJAR
Teaching Date and Time September 14-17 Week 4 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead him/ her to connect to his/
A. Content Standards her past, embrace Filipino culture and identify through various reading styles, creative writing compositions, oral language fluency
activities, viewing and listening texts and observing correct subject-verb agreement in order to appreciate oneself.
B. Performance Standards The learner creatively tells a story using modern technology.
At the end of the lesson, learners are expected to:
C. Learning Competencies or
a. Differentiate passive and active voice.
Objectives
b. Use the passive and active voice meaningfully in varied contexts.
D. Most Essential Learning
Competencies (MELC)
USE THE PASSIVE AND ACTIVE VOICE MEANINGFULLY IN VARIED CONTEXTS.
(If available, write the indicated
MELC)
E. Enabling Competencies
(If available, write the attached A. OBSERVE SUBJECT-VERB AGREEMENT.
enabling competencies)
 F. Enrichment Competencies
(If available, write the attached
enrichment competencies)
II. CONTENT PASSIVE AND ACTIVE VOICE

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
https://www.youtube.com/
watch?v=nRGLDD0BBdc
https://www.youtube.com/
https://www.youtube.com/ https://www.youtube.com/
watch?v=hOoFlstyZm0
watch?v=W1_IRU6zx9g https://www.youtube.com/ watch?v=ARaEpSAD-ng
watch?v=ePfmgMTgXl8
https://quizizz.com/admin
d. Additional Materials from https://www.slideshare.net https://quizizz.com/admin
Learning Resources /idahisyam/active-and- https://quizizz.com/admin/ /quiz/59b289a3097b2010 /quiz/5c6cb9fa206101001
quiz/562fdc4016f4a79113 008b940c/active-vs- a87f61b/active-passive-
passive-voice-ppt-
6593b3/active-and- voice
53307051 passive-voice
passive-voice

B. List of Learning Resources for

Development and Engagement
Activities
IV. PROCEDURES
Pretest
15-item quiz on PASSIVE
& ACTIVE voice.

Define Passive and Active

A. Introduction
voice then enumerate
examples of each.

Goal Orientation

B. Development Allow the learners to look

at the picture.
 Ask them on what do they
see. Ask the learners to
change the sentences in
active voice to passive
voice.

Allow the learners to

match the Active Voice in Let the learners change
Column A to its the following sentences
corresponding Passive Allow the learners to into Passive Voice.
Voice in Column B. shade the circle
corresponding to the voice
Allow the learners to presented in the sentence. Allow the learners to
C. Engagement
supply the sentences with circle the DOER of the
the correct subject action and underline the
depending on the picture Allow learners to use the ACTION taken in the
shown and Identify verbs and the illustrations sentences.
whether the sentence in given then ask them to
the Passive or Active make a sentence in Active
Voice. Voice and a sentence in
Passive Voice.

D. Assimilation
V. REFLECTION
(Reflection on the Type of Formative
Assessment Used for This Particular
Lesson)

*Blended learning – combination of face-to-face, online or modular

C. PIVOT 4A DLL/DLP Format for Grades 1-10*

School LUCENA DALAHICAN NHS Grade Level 7

 FAYE MICHELLE A.
Teacher Learning Area ENGLISH
DAILY LESSON LOG ABEJAR
Teaching Date and Time September 21-26 Week 5 Quarter 1

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates understanding of how pre-colonial Philippine literature and other text types lead him/ her to connect to his/
A. Content Standards her past, embrace Filipino culture and identify through various reading styles, creative writing compositions, oral language fluency
activities, viewing and listening texts and observing correct subject-verb agreement in order to appreciate oneself.
B. Performance Standards The learner creatively tells a story using modern technology.
At the end of the lesson, learners are expected to:
C. Learning Competencies or
c. Differentiate passive and active voice.
Objectives
d. Use the passive and active voice meaningfully in varied contexts.
D. Most Essential Learning
Competencies (MELC)
USE THE PASSIVE AND ACTIVE VOICE MEANINGFULLY IN VARIED CONTEXTS.
(If available, write the indicated
MELC)
E. Enabling Competencies
(If available, write the attached B. OBSERVE SUBJECT-VERB AGREEMENT.
enabling competencies)
F. Enrichment Competencies
(If available, write the attached
enrichment competencies)
II. CONTENT PASSIVE AND ACTIVE VOICE

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
https://www.youtube.co
d. Additional Materials from
m/watch?
Learning Resources
v=ZvLFz1KSYMA) )
B. List of Learning Resources for
Development and Engagement
 Activities
IV. PROCEDURES
A. Introduction

B. Development
Instruct the learners to
Allow the learners to
Write T if the given
select the best sentence to
statement is TRUE about
C. Engagement go with the given picture.
passive voice and active
Let them circle the letter
voice then let them write F
of their answer.
if it is not.
D. Assimilation Let the learners write
something to the president GRASPS
about the Covid-19
pandemic. Ask them to GOAL- Use the
include sentences in Active information gathered
voice and Passive voice. after watching the video
(https://www.youtube.c
om/watch?
v=ZvLFz1KSYMA
about how can the virus
spread in real time and
what could probably be
the ways to avoid it to
help yourself and your
community in fighting
against the pandemic.
ROLE- Vlogger (video
blooger)
AUDIENCE- Your
community
SITUATION/
SCENARIO: Consider
yourself as a Vlogger
who aims to convince
your community to be
with you as you follow
the safety precautions in
beating the Covid-19
pandemic.
 PRODUCT/
PERFORMANCE:
Film yourself as you
enumerate and
demonstrate the ways in
preventing the virus
from spreading. Be
creative.

Exit Pass
Learners to complete
the prompts below:
V. REFLECTION
(Reflection on the Type of Formative What I learned:
Assessment Used for This Particular ___________________
Lesson) _.
What I realized:
___________________
_.

*Blended learning – combination of face-to-face, online or modular