School WAWA NATIONAL Grade Level G7

HIGH SCHOOL
DAILY LESSON LOG Teacher REJOY O. Learning ENGLISH
PANGANIBAN Area
June 24, 2019
Teaching Date and Time G7 (7:00 8 :00) AM Quarter FIRST

I. OBJECTIVES: 1. Understand the unique features of proverbs, myths, and legends

2. Discuss the features of proverbs, their intended purpose, and the setting during
which they were produced
3. Express appreciation of different proverbs as source of wisdom and values during
certain situations
A. Content The learner demonstrates understanding of: pre-colonial Philippine literature as a
Standard 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 The learner transfers learning by: showing appreciation for the literature of the past;
Standard 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 EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Competencies
II. CONTENT Lesson: Proverbs Remarks
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 Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
Resources
Navotas: Navotas Press.
IV. PROCEDURE
A. Reviewing Checking of students’ attendance.
previous lesson or
presenting the new
lesson.
B. Establishing a The teacher will start their lesson with a spelling bee followed by the
purpose for the review of yesterday’s activity.
lesson
C. Presenting Introduction: We are not aware that the statements that our grandparents
examples/instances use while conversing with their peers are nuggets of wisdom during their
of the new lesson times. Wisdom in the pre-colonial period was not just theoretical knowledge
but practical expertise. It was passed on from generations to generations,
with versions and translations varying from one region to another, Filipino
proverbs or salawikain, reflect traditional Filipino beliefs, and customs. The
wisdom it gives is encapsulated in short rhyming two-liners easy to
remember.
D. Discussing new Task 1. Fact or bluff?
concepts and Directions: Determine whether the statement is a fact or a bluff based
practicing new from what you know..
skills #1
_____ 1. Philippine literature existed even before the Spaniards came.
_____ 2. Proverbs express the unending wisdom of the old. _____ 3.
Proverbs communicate only traditional beliefs and values.
_____ 4. The form of proverbs is chiefly poetic.
_____ 5. It is difficult to preserve proverbs.
E. Discussing new
concepts and
Task 2 : Visual Thesaurus
practicing new skills Directions: Explore your awareness of a thesaurus as a helpful tool in
#2 learning synonyms and antonyms. Give the synonyms of the word
―proverb‖ by forming the jumbled letters below.

F. Developing Discussion of the lesson: Classification of Proverbs

Mastery Task 3: Complete it!
Directions: Let’s play complete and translate the sentence.
1. Ang hindi magmahal sa kanyang ______ ay mahigit pa sa
hayop at malansang isda.
A person who does not love his own language is worse than
beast and foul-smelling fish.
2. Walang tiyaga, walang _______!
No pain, no gain
3. Huli man daw at magaling, _____________ din.
Better late than never.
4. Ang masamang _____, mahirap mamatay!
Bad grass does not die easily.
5. Matalino man ang matsing, __________ din.
An intelligent monkey can still be beaten.
6. Aanhin pa ang damo kung __________ na ang kabayo?
What good is grass when the horse is already dead?
G. Finding practical Task 4: Classify!
applications of
concepts and skills
in daily living

___ 1. Matibay ang walis, palibhasa'y magkabigkis. A broom is sturdy

because its strands are tightly bound.
____ 2. Sa taong walang takot, walang mataas na bakod. To a fearless
person, no fence is high enough.
____ 3. Kung ano ang puno, siya ang bunga. Whatever the tree, so is
the fruit.
____ 4. Aanhin pa ang damo, kung patay na ang kabayo. What good
is the grass if the horse is already dead.
____ 5. Kung may isinuksok, may madudukot. If you save, you have
something to withdraw.
____ 6. Ang magalang na sagot, nakakapawi ng pagod. A respectful
retort wipes away weariness.
____ 7. Ang hindi marunong magmahal sa sariling wika, daig pa ang
malangsang isda. He who does not love the national language is
worse than a smelly fish.
____ 8. Ang mabigat ay gumagaan, kung pinagtutulungan. A heavy
burden is lightened if everyone participates in carrying it.
____ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang
nasa ilalim. Life is like a wheel; sometimes you are on top, sometimes
you are in the bottom.
___ 10. Ang pili ng pili, natatapat sa bungi. One who is choosy ends up
with the least attractive choice.
H. Making Task 5: Reflect!
generalizations and
Directions: The students will reflect on the statement below.
abstraction about the
lesson
The proverbs of any people are expressive of their perspective of life.

I. Evaluating Final Task : Wisdom to Share!

Learning Directions: Create your own proverb based on your chosen values from
the classification above.

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