School WAWA NATIONAL
HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials
3. Textbook pages
4. Additional Materials from LR
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
G. Finding practical
applications of concepts and
skills in daily living
Grade Level G7
Teacher REJOY O. Learning ENGLISH
PANGANIBAN Area
June 4, 2019
Teaching Date and Time G7 (7:00 8 :00) AM Quarter FIRST
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.
EN7LT-Ia-1: Discover literature as a means of connecting to a significant
past
EN7LT-Ia-2: Describe the different literary genres during the pre-colonial
period
Lesson: Philippine Literature during Pre-Colonial Period Remarks
Checking of students’ attendance.
The teacher will start their lesson with a spelling bee followed
by the review of yesterday’s activity.
Introduction:
Long before the Spaniards came to the Philippines, the
Filipinos already have their own culture. It was influenced by
Malaysians, Indonesians, Chinese, Arabs, Persians, and other
foreigners who came to trade with them. Much of ancient
literature was oral, community-bound, and derived from the
peoples‘ experiences and observations. So why do you think
we should study the literatures of the Philippines?
Task 1: Let’s Explain!
Directions: A diagram will be posted on the board and let
students explain what the diagram is all about.
Discussion of the lesson: Philippine Literature during Pre-
Colonial Period
Ask:
1. Why literature is important?
2. As a Filipino, how will you preserve Philippine
literature?
3. What is the role of literature in society?
Task 2: Add Some More!
Directions: With the description given on different literary
forms, share other examples you know.
H. Making generalizations and Task 3: Complete Me!
abstraction about the lesson
Directions: Complete the statement below.

I. Evaluating Learning Exit Slip:

Directions: In a ½ crosswise, answer the previous question
posted by your teacher.

Why do we need to study the literature of the Philippines?

J. Additional activities for

application or remediation
V. REMARKS

VI. 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
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or supervisor
can helped me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Prepared: Noted:

REJOY O. PANGANIBAN GERLIE C. LOPEZ

Teacher II Principal