School: Tambulig NHS- Tuluan Extension Grade Level: VII

GRADES 1 to 12
Learning
DAILY LESSON Teacher: JOLLY GAY O. TAUTO-AN Area: ENGLISH
LOG Teaching Dates and
Time: 7:30-8:30 / 9:45-10:45 Week 5 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
Deduce the advantages and disadvantages of a given situation through the help of various graphic organizers. Infer the meaning of
symbols from the text . Use context clues to get the meaning of given words . Compare and contrast the three legends . Explain the
value of knowing the consequences of one‘s actions . Distinguish between colloquial language and slang . Read texts using the
appropriate intonation pattern . Present resolutions in correct simple sentences . Locate information in different sections of the library
Respond to ideas, issues, and concerns presented in the reading selections
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.

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 RC1a: Use predictive and anticipatory
devices/tasks to activate prior
Competencies/Objectives: knowledge about the topic of
Write the LC Code for each reading/viewing selection.
Present the advantages and
disadvantages of a given situation
through a graphic organizer
. patterns.
Give the definition of words through context
clues RC1b: Use information presented in
a reading or viewing selection to infer, to
evaluate, and to express critical ideas.
VD1e: Distinguish between colloquial
language and slang. LC1c: Listen for
important points signaled by shifts in stress
and intonation OL1e: Distinguish between
and among the rising-falling intonation,
rising intonation, and non-final intonation
LC2a: Note specific elements of the GS1d:
Formulate correct simple sentences.
RC1d: Determine the validity and unity of
the details of a parallel informative text vis-
à-vis its intended purpose and production
milieu. WC1e: Recognize the parts of a
simple paragraph based on writing
purpose. SS1c: Recognize the various
sections of the library.
. intended purpose and production milieu.
RC1c: Determine the relevance and unity
of the elements of a literary text vis-à-vis its
intended purpose and production milieu.
RC1b: Use information presented in a
reading or viewing selection to infer, to
evaluate, and to express critical ideas.
RC1c: Determine the relevance and unity
of the elements of a literary text vis-à-vis its
RC1e: Respond to ideas, issues, and
concerns presented in a reading or viewing
selection in creative forms..

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 Why the Sky is High (Tagalog, Why the Sky is High Texts about the Ozone Texts about the Ozone
Iloko, and Hiligaynon Versions) (Tagalog, Iloko, and Layer: Destruction and Layer: Destruction and
Hiligaynon Versions) Protection Protection.

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 mix
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages 38 39-42 42-43 43

2. Learner’s Materials 38-39 39-41 42-43 43-44

Pages
 3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B. Establishing a Purpose for
the Lesson
C. Presenting
pictures
MONDAY
Pre Assessment
On a half sheet of paper,
write all the ideas that you
associate with the word ‗sky.‘
Write your answers around
the drawing. Draw lines to
connect them to the cloud.
Copy the model below
. Imagine how life would be
like if we have a sky that is
low. Copy the graphic
organizer below on a sheet of
paper. List the advantages and
disadvantages inside the
corresponding arrows
TUESDAY
MY MULTI-LAYERED SKY
(10minutes)
. a. Review the students about
making a semantic map.
b. Have students accomplish the
task.
c. Copy the map on the board or
produce a visual aid and post it on
the board.
d. Invite students to write their
answers on the board. Process
some answers. Related these to
the text to be read.
GUESS THROUGH
CONTEXT? (15 minutes)
See Task 1, „Your
Discovery Tasks‟.
a. Have the students
accomplish the task. b.
Validate the responses of
students by presenting
possible answers from the
text. Ask for sample
sentences.
-
Tv presentation LM/ Activity Sheets
WEDNESDAY THURSDAY FRIDAY
.
SAVE THE OZONE
(10+10=20 minutes)
a. Have students summarize
what took place in Task 7-
Ozone Press-Con. Elicit the
importance of active
involvement in saving the
ozone layer. b. Have the
students read the text. Process
the students‟ understanding of
the text by asking for their
reaction and additional
suggestions. c. Present the
examples of simple sentences
from the text. Pose the given
guide questions in an oral
discussion or ask students to
do answer the questions in a
seatwork first before
proceeding to an oral
discussion.
 Examples/Instances of the a. Segue from the
Lesson answers in Task 1 to the
overview of Task 2. Invite
students to imagine a world
with a low sky. b. Have the
students accomplish the task
WHAT SAY YOU? (10
minutes)
The students will do the
activities given by the
teacher.

D. Discussing New Concepts Discuss the features of

and Practicing New Skills YOUR TEXT (15 minutes)
Let the students listen to the a simple sentence:
#1 discussion. main parts, examples
from the text, examples
from students (these
must conform to the
text topic).

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing New Concepts Let the students answer the LOCATE, REFLECT, EVALUATE! (30
minutes)
and Practicing New Skills given activity. See Task 3, ‘Your Discovery
#2 Tasks’.
a. The students will accomplish the
task in pairs.
b. Call on students to prove the
correctness of their responses.
ALTERNATIVE ENDING (15 minutes)
a. Ask students to work in pairs
and to continue writing the story.
b. Limit the alternative endings to
two to three paragraphs.
c. Ask some pairs to share their
alternative endings.
d. Critique each alternative ending
based on the given story. Examine
its plausibility and its viability given
the given elements in the story.
F. Developing Mastery LOUD AND CLEAR! (30 minutes)
a. Assign students into triads. Play an
(Leads to Formative audio file of the selection, “There’s A
Assessment 3) Teenager in the House by Kerima
Polotan-Tuvera. Tell the students to try
to remember as much information as
they can from the recording. The
recording will only be played twice.
b. Ask the triads to list down the most
 important information they could about
the text. The information must be in the
order that it appeared in the listening
text.
c. After writing down the information,
each triad must assign a reporter who
will be asked to report his/her triad‘s
information.
d. The information being presented will
be corrected by the teacher.
e. They will probe why it was easy to
take down the details of the
narrative. This can be used as a springboard
to detail the properties of narrative
texts.

ORAL PRACTICE (20 minutes)

a. Ask the students to pair up.
b. Each pair will take turns sharing an
anecdote.
c. After the anecdotes have been
shared, the job of the other member is to
relay the anecdote as best as s/he could.

G. Finding Practical EXAMINING SENTENCES (15

minutes)
Applications of Concepts a. The students will examine several
and Skills in Daily Living sentences about narratives that amy
or may not include several examples
of determiners properly.
b. Elicit from the students their
observations, corrections and
generalizations about determiners.
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. The students will perform Task
4 in Your Discovery Tasks‘.
b. The answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students perform
another exercise covering the
subject of determiners.
b. Process the answers of the
students.

V. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

H. Making Generalizations and INSIGHTS SHARING (20
minutes)
Abstractions about the a. Each student will write on a sheet of
Lesson paper three ideas:
 i. why the views of other people about us
matter
ii. how we could learn more about
ourselves through others
iii. why identity is such an important
subject for teenagers
b. Have each student discuss his/her
ideas with a partner.
c. Have each pair join another pair to
expand their sharing.
d. Call on a few students to share their
small group sharing.
e. Synthesize the lesson.
I. Evaluating Learning YOUR FINAL TASK
A Story from my Past
The learners will think of a story from
childhood when they played a prank on
a sibling, friend, or parent. They may
interview him or her if they are still in
good terms with the said person so that
you can get a more complete view of
that episode. They will complete the
statement that follows the grid.

J. Additional Activities for

The students may use other
Application or Remediation people’s experience. They can
conduct interview with the
person and acquire what is
asked in the Final Task. They
can also use the social media to
attain this task.

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
VII. REFLECTION 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?