School: Grade Level: 7

GRADES 1 to 12
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates and Week 1 (Module 1) June 5-9, 2017
Time: 7:30-8:30 / 8:30-9:30 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
II. CONTENT
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.
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.
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.
EN7LC-I-a-5: Recognize EN7LT-I-a-1: Discover EN7RC-I-a-7: EN7V-I-a-22: EN7G-I-a-11:
prosodic features: literature as a means of Use the appropriate Distinguish between Observe correct
volume, projection, connecting to a reading style (scanning, slang and colloquial subject-verb
pitch, stress, intonation, significant past skimming, speed reading, expressions in agreement.
juncture, and speech rate EN7VC-I-a-8:Use intensive reading etc.) for conversations
that serve as carriers of structural analysis to ones purpose
meaning determine the meaning of EN7SS-I-a-1.5.2: Scan
unfamiliar words or for specific information
expressions from the
material viewed
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.
Recorded Selected Proverbs Scanning Slang and Colloquial S-V Agreement:
Speech/Dialogues Expressions in Basic rule
conversations S-V Agreement with
intervening
expressions

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References

Page 1 of 5
 1. Teachers Guide Pages 7-9 6 11

2. Learners Materials Pages 4 3-8 9

3. Textbook Pages English for the 21st English Expressways II English for the 21st English for the 21st
Century pp 15-17 pp. 72-75 Century pp. 33-34 Century pp. 18-19
English Com Arts through
Phil Lit. 16-18
4. Additional Materials from -
Learning Resource (LR)
portal
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
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.
--Have the students listen to -Ask the students to recall --Ask: What are proverbs. Recall: What is scanning? --Ask the students to
three taped descriptions of the different voice levels --Have the students present How do you scan for a read their assignment
Philippine folk literature and speech patterns. their assignment. specific information easily? about slang and
twice. --Have the students express --Brief discussion of colloquial languages.
if the statements in Your assignment --Introduce the lesson- --Have the students
Initial Task 1 are true or --Introduce the lesson Colloquial Language and study the examples:
false based on what they There are various reading Slang 1. Damiana L. Eugenio
know. styles (see attachment) (See attachment) works to preserve
--Ask students to find a proverbs.
partner to exchange ideas. 2. Other scholars also
--Discuss some of the work to preserve
responses. proverbs.

B. Establishing a Purpose for
the Lesson
--Ask the students to make
inferences about what was
listened to
-- Ask the students what
they know about proverbs.
--Show a visual thesaurus
for the key concept for the
selection to be read.
--Ask for their awareness in
the words in the visual
thesaurus.
--Explore awareness of
students about the
importance of various
reading styles like scanning
and skimming.
-Ask students on what they
know about Colloquial
Language and Slang and
the importance of knowing
these languages.
--Have the students
share thoughts about
the two sentences.
-Ask on what they
know about the
agreement of the
subject and verb in the
two sentences.

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C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills #1
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
--Discuss differences in voice
levels and speech patterns.
-- Have the students answer
Your Initial Task 2. What did
they say? in LM page 4.
Answer the Guide Question
Ask the students to cite
instances that people need to
apply voice levels and speech
patterns in order to be
understood.
--Have the students read the
sample proverbs.
1. Do not put off for tomorrow
what you can do for today.
2. A broom is sturdy because
its strands are tightly bound.
-Ask the students to give
their thoughts about the
proverbs and to give a
sample of proverbs.
--Vocabulary Development
--Ask students to do Your
Initial Task 3. Similar or
Opposite? in LM page 4.
--Have the students read
Your Text Words of
Wisdom in LM pages 4-7
Note: The teacher will use the
GPU strategy for reading. For
each paragraph there will be
questions to ask before reading
the second paragraph, and so
on.
--Have the students do YOUR
DISCOVERY TASKS
Task 1. Locate, Reflect, Evaluate!
Task 2. Classify!
--Ask the students to reflect
on one of the proverbs and
relate it to their lives.
(See attachment)
--Discuss about scanning
--Present some examples on
how to scan for specific
information.
Scanning Rapidly for Details
The learners will read a news
entitled: Filipinos Celebrate
Pacquios Victory. Scan for
the following information.
(See attachment)
--Have the students scan for
specific information in the
Activity sheet. (See
attachment)
--How can you single out
easily and rapidly the book
that answers yours need?
--Discuss about Colloquial -Present the basic rule
Language and Slang in subject-verb
--Provide examples agreement
-Provide examples
(See attachment)
--Read the article and --Discuss the basic
write down at least five rules in subject and
instances when slang and verb agreement and
colloquialisms are used. rule with intervening
expression
--Show example
--Provide activity
sheet.
--Discuss about Jargon as
language similar to slang.
--Have the students study
to complete the table of
slang and colloquial
languages. (See
attachment)
Ask: How can you use Cite instances showing
your knowledge of the importance of
informal language to following the rules
communicate more concerning subject-
effectively? verb agreement.
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 H. Making Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
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
--Have the students make
generalizations about
differences in voice levels and
speech patterns affecting our
understanding of what we
listen to.
--Ask the students to present a
skit showing the importance of
voice levels and speech
patterns.
Evaluate using a Rubric.
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.
Ask: How do proverbs help
us connect to our past?
Go back to Task 1-True or
False, validate students
answers.
Explain the meaning of each
of the proverbs in two to
three sentences. (See
attachment)
Ask: Why do you need the --As an English language --What do you need
knowledge on reading style learner who is a Filipino, to remember when an
like scanning? why it is important to learn intervening
How does it help you in about these colloquialism expression is in
getting easily the information and slang? between the subject-
that you need? verb?
--How does your
knowledge of S-V
agreement with
special rule on
intervening
expression help you
to communicate
effectively?
--Have the students scan for --Have the students complete Have the students
specific information in the the chart of slang and answer the quiz.
Activity sheet. (See colloquial languages. (See attachment)
attachment) (See attachment)
Research for additional list See attachment
of slang and colloquial assignment
languages.
Page 4 of 5
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:

JOSENIA P. CONSTANTINO
Teacher

Checked by:

ROWENA MAYO LOTO

Head Teacher III

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