Grade

GRADES 1 to 12 School: STA. ANA NATIONAL HIGH SCHOOL Level: VII

DAILY LESSON Learning
LOG Teacher: Clark F. Abella Area: ENGLISH
Teaching Dates
and Time: March 11,12,13,14 Quarter: THIRD

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, exercises and remedial activities may be done for developing
I. OBJECTIVES
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 EN7OL-III-h-1.3.1: Raise EN7OL-III-h-1.3.1: Raise
Competencies/Obj sensible, challenging sensible, challenging
React to what is asserted or React to what is asserted or
thought provoking thought provoking questions
ectives: expressed in a text expressed in a text
questions in public in public
Catch Up Friday
Write the LC Code EN8RC-llle-2.1.7 EN8RC-llle-2.1.7
forums/panel forums/panel discussions,
for each discussions, etc. etc.
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 React to what is React to what is Raise sensible, Raise sensible,
asserted or expressed asserted or expressed challenging thought- challenging thought-
provoking questions in provoking questions in
in a text in a text
public public
forums/panel forums/panel
discussions, etc. discussions, etc.
III. LEARNING 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
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on 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 Instructional Instructional Instructional Instructional
Resources Materials, Materials, Materials, Materials,
Power Point Power Point Power Point Power Point
Presentation Presentation Presentation Presentation

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURE 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
S 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  Opening Prayer • Opening Prayer • Opening Prayer • Opening
Previous Lesson  Set the • Set the • Set the Prayer
or Presenting the Classroom rules Classroom rules Classroom rules • Set the
New Lesson  Review of the • Review of the • Review of the Classroom rules
previous topic. previous topic. previous topic. • Review of the
 Objectives of the • Objectives of • Objectives of previous topic.
lesson; the lesson; the lesson; • Objectives of
a. identify a. identify expressions a . identify the purpose the lesson;
expressions used in used in expressing of raising sensible, a . identify the
expressing agreement or challenging thought- purpose of raising
agreement or disagreement. provoking sensible, challenging
disagreement. b. express agreement questions in a panel thought-provoking
b. express or disagreement to discussion. questions in a panel
agreement or what is expressed in a b. compose thought- discussion.
disagreement to text. provoking questions in b. compose thought-
what is expressed in c. display self- the given text from a provoking questions
a text. independence in panel in the given text from
c. display self- accomplishing tasks in discussion. a panel
independence in expressing agreement c. appreciate the discussion.
accomplishing tasks or disagreement. importance of asking c. appreciate the
in expressing sensible questions in importance of asking
agreement or conversation. sensible questions in
disagreement. conversation.

B.Establishing a  Guess the  5 questions for  Fact or Opinion  Jigsaw Puzzle

Purpose for the Picture oral recitation
Lesson via peel the
(motivation) cabbage

C. Presenting Introduction of new  Review of the Introduction of new  Review of the

Examples/Instance topic “React to what is previous topic. topic “Raise sensible, previous topic
s of the Lesson asserted or expressed in challenging thought-
a text” provoking questions in
public
forums/panel
discussions, etc.”
D.Discussing New Discuss and asking Asking questions Discuss and asking Asking questions
Concepts and questions regarding in regarding in react to questions regarding in regarding in Raise
Practicing New react to what is what is asserted or raise sensible, sensible, challenging
Skills #1 asserted or expressed in expressed in a text challenging thought- thought-provoking
a text and ask the and ask the students provoking questions in questions in public
students to engage with to engage with the public forums/panel forums/panel
the topic; and instruct topic. discussions, etc. and discussions and ask
them to take a note. ask the students to the students to
engage with the topic; engage with the
and instruct them to topic.
take a note.

E. Discussing New Show some example After discussing the Show some example of After discussing the
Concepts and about assertion and asserted and reaction, how to generate a Raise sensible,
Practicing New reaction based in the let the student to question in public challenging thought-
Skills #2 text. discuss and recognize forums/panel provoking questions
how to react with prior discussions. in public
evidences. forums/panel
discussions, let the
student to discuss
and recognize how to
react with prior
evidences.
F. Developing Task 1. Task 1. Task 1. Task 3.
Mastery
(Leads to Formative 3 – minutes paper Disagree or Agree The class will be Oral recitation
Assessment 3) divided into two groups
a. Students will write a. Have the students and formulate as many
summaries of their express if the thought-provoking
learning in 3 minutes. statements in Task 1 questions as they can.
(This shortens the are disagree or agree
sentence and combines based on what they a. The teacher will give
"written responses" and know. a topic
"summarize their b. Ask students to find
learning.") a partner to exchange b. The student will
ideas. formulate questions;
b. The teacher will use a c. Discuss some of the and
"roleta" (or wheel) to responses.
randomly select c. The student will
students to read their think critically about
work aloud. (This the topic.
clarifies the purpose of
the "roleta.")

c. Students will provide

peer feedback on
classmates' reading by
rating them on a scale
of 1 to 10. (This
 rephrases "rate their
classmates from reading
aloud" and clarifies the
rating scale.)

G.Finding Practical Task 4

Applications of Task 2. (15 minutes) Task 2. (15 minutes) Task 2.
Concepts and Long Quiz
Skills in Daily Lights Camera Action Reacting to the Text Defend and Answer the
Living Questions.
The teacher will provide a. The teacher will
an assertion and the distribute the reaction a. The teacher will
student will do a chart. divided the class into
reaction about this two groups same group
through acting b. The students will from task 1.
revisit their assigned
a. The class will be passages and b. Each group will only
divided into 2 groups. independently react to ask five questions to
b. The teacher will show the information answer.
2 provide sentences presented.
c. The teacher will c. The teacher will
present a criteria. c. They should choose facilitate.
"Agree," "Disagree,"
or "Unsure," and
provide justification
for their choice.
H.Making The student will do 321 Encourage student Encourage student "Guide students to
Generalizations reflection. generalizations about generalizations about develop transferable
and Abstractions differences of how raise sensible, questioning
about the Lesson 321 stands for 3 things I assertion and reaction challenging thought- strategies that can be
learned today, 2 and why it is provoking questions in applied when raising
important roles of important. public forums/panel sensible and thought-
assertion and reaction discussions provoking questions
in sentence in any public forum or
construction, and 1 panel discussion.
question I still have in
my mind.
I. Evaluating Pre-Assessment Test To practice expressing Assessment Assessment
Learning agreement,
disagreement, and
partial agreement,
write five examples in
each category.

J. Additional Do a reaction about my Exit Ticket Reflection Exit Ticket Reflection (5 No assignment
Activities for Teaching method. (5 minutes): minutes):
Application or
Remediation Distribute an exit slip Distribute an exit slip
 with a statement with a statement
related to one of the related to one of the
reading passages. reading passages.
Students will write a Students will write a
short response short response
indicating their indicating their
agreement or agreement or
disagreement and disagreement and
justifying their justifying their
reaction. reaction.

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
V. REFLECTION needs to be done to 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.
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 by:

CLARK F. ABELLA MARY GRACE U. CAGANG, MAEd-ENG

Student Teacher- English Cooperating Teacher