GRADE 1 to 12 School Grade Level GRADE VII

DAILY LESSON LOG Teacher Learning Area ENGLISH

Teaching Dates and Time WEEK 4 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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 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 Standard 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 Standard 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 Competency/Objectives EN7RC-I-d-7.1: Read EN7LC-I-d-5.1: Listen for EN7VC-I-d-6: Identify the genre of EN7WC-I-d-4.3: Identify basic features Individual/Cooperative
Write the LC code for each. intensively to find answers to important points signalled by a material viewed (such as movie and kinds of paragraph Learning
specific questions volume, projection, pitch, clip, trailer, news flash, internet-
stress, intonation, juncture, and based program, documentary, EN7OL-I-d1.14.3: Use the correct stress
EN7V-I-d-10.2: Use appropriate rate of speech video,etc.) (primary, secondary, tertiary and weak)
idiomatic expressions in a when reading passages
variety of basic interpersonal EN7LC-I-d-5.2: Note the EN7LT-I-d-1: Discover literature
communicative situations changes in volume, projection, as a means of connecting to a EN7G-I-d-11: Observe correct subject-
pitch, stress, intonation, significant past. verb agreement
juncture, and rate of speech
that affect meaning EN7LT-I-d-2.2.2: Explain the
literary devices used

III. 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 two.
 EPIC (The Good  EPIC (The Good  EPIC (The Good Prince  EPIC (The Good Prince
Prince Bantugan) Prince Bantugan) Bantugan) Bantugan)
 IDIOMATIC  Prosodic Feature of  Literary Devices  Feature and Kinds of
EXPRESSION Speech ( Rate of Paragraph
Speech)  Stress
 Subject- Verb Agreement

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 IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages P. 70-86 P. 70-86 P. 70-86 P. 70-86
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource ICT ( Television, Laptop, Slide ICT ( Speaker,Television, ICT ( Speaker,Television, Laptop, ICT ( Television, Laptop, Slide Deck,)
Deck) Paper strips Laptop, Slide Deck, Audio Clip) Slide Deck, Video)
V. PROCEDURES 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.
A. Reviewing previous lesson or New lesson: New lesson: New lesson: New lesson:
presenting the new lesson  EPIC (The Good  EPIC (The Good  EPIC (The Good Prince  EPIC (The Good Prince
Prince Bantugan) Prince Bantugan) Bantugan) Bantugan)
 IDIOMATIC  Prosodic Feature of  Literary Devices  Feature and Kinds of
EXPRESSION Speech ( Rate of Paragraph
Speech)  Stress
 Subject- Verb Agreement

B. Establishing a purpose for the The learners will: The learners will: The learners will: The learners will :
lesson  Read the selection  Revisit the epic  Watch a video clip and  Identify the different types of
intensively and answer  Listen to an audio clip identify the different paragraph
the process questions. literary devices used.  Write a paragraph
 Identify the idioms  Identify the genre of the  Construct Sentences
used and give its material viewed
meaning
C. Presenting examples/Instances What is Epic? What are the things to be What Filipino culture you like How to write a good paragraph?
of the new lesson considered in delivering a talk? most?

D. Discussing new concepts and Direction: Read the epic entitled Group Collaboration The students will watch a video BRAINSTORMING
practicing new skills # 1 ( The Good Prince Bantugan) Direction: Do task 12 Like a prepared by the teacher. Process Questions:
Process Questions: Road Page 80 LM. What are the basic features of a
1. Why was the old king Process Questions: paragraph?
of Bumbaran Process Questions:
unhappy? 1. To whom is the first What is the video all about? What are the four kinds of paragraph?
2. Why did the people driver compared? How What Filipino culture showed in

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 like Prince Bantugan? about the second one? the video?
3. What characteristics of 2. Which one are you? What are the literary devices used
Prince Bantugan make in the video?
him a hero?
E. Discussing new concepts and Group Collaboration Listen to an audio clip.( Dialog) Group Collaboration Let the students do Task 15. Applied
practicing new skills # 2 Direction: Imagine that you are Connection. P. 84 LM
in the place assigned to you. Process Questions: Direction: Recall a person whom
Create a conversation with your your tribe/ place consider a hero.
group mates using different 1. What is the dialog all Relate what he has done to the
idioms. You conversation will be about? community which you consider
presented in the class. 2. Who are the people heroic. Brainstorm and write down
talking? your ideas in a paragraph form.
Group 1- at home 3. What message are Share your work with the class.
Group 2- inside the classroom they trying to convey?
Group 3- at the canteen
Group 4- inside the jeepney

F. Developing mastery Direction: Revisit the text and Do task 17. Character Answer Task 17 Page 84 LM Quiz
(leads to Formative Assessment ) identify 10 idioms and give its Connection Page 84 LM Direction: Using the rules that you have
meaning. just learned, write a short paragraph
about your own experience on how to
save or how to earn for your allowance.
Make sure your paragraph has a good
opening sentence, middle, and an end.
G. Finding practical application of What characteristic or belief of How will you deliver a new How did Literature help you in Why do we have to write a good
concepts and skills in daily living our ancestors can be concept or complex connecting to the past? Explain paragraph?
generalized from the story? information?
Eplain.
H. Making generalizations and Idioms do not take its literal The combination of slow, fast, Literary devices make the text A paragraph contains a group of
abstractions about the lesson meaning. It gives another and medium speed makes your more meaningful and interesting sentences arranged in a certain order. A
meaning which is exclusive to speech easier to listen to. through the play of words and paragraph develops an idea. Paragraphs
the specific idiom. ideas. grow out of sentences.
I. Evaluating learning Answer Task 7. Idiomatic Oral recitation Group Collaboration Answer Task 14. Paragraph Connection
Connection Page 76 LM Direction: Remain with your Page 82 LM
group. Answer Task 9. Page 77
LM
J. Additional activities for
application or remediation
VI. REMARKS ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished ________ Accomplished
________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not Accomplished ________ Not

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 Reason: Reason: Reason: Reason: Accomplished
Reason:

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else 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 who scored below
80%
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 _____ Explicit Teaching _____Inquiry-Based teaching _____ Think-Pair Share
worked well? Why did these _____ Group Collaboration _______ ICT Integration
work?
Others: ____________________
F. What difficulties did I encounter __________ Appropriate teaching strategy
which my principal or supervisor __________ Promoted learners Arrangement
can help me solve? __________ Others
G. What innovation or localized _________ Used stimulating IM’s
materials did I use/discover _________ Video Clips
which I wish to share with other _________ Quality Outputs produced/made
teachers?
Others: ___________________________

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