School SAN JUAN NATIONAL HIGH SCHOOL Grade Level VII

GRADES 1 to 12 Teacher AMOR BABE S. TABASA Learning Area ENGLISH

DAILY LESSON LOG August 26-30, 2019
Teaching Dates and
7:30-8:30 AM MTWTh – St. Philomena Quarter Second (WEEK 1)
Time
1:00-2:00 PM MTWTh – St. Michael

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES 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 Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.
B. Performance The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting
Standards: information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal
and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
C. Learning OL2a: Narrate specific RC1a: Use predictive and LC2a: Note specific elements of RC1e: Respond to ideas, issues,
Competencies/Objecti personal experiences anticipatory devices/tasks to the narrative listened to. and concerns presented in a
ves: related to the ideas activate prior knowledge about reading or
Write the LC Code for presented in a selection. the topic of reading/viewing WC2a: Identify features of viewing selection in creative
each selection. narrative writing. forms.
VD2a: Distinguish RC1c: Determine the
between literal and relevance and unity of the GS2a: Use correct determiners. SS2a: Identify the features of
figurative expressions. elements of a literary text vis- primary
à-vis its intended purpose and information sources.
production milieu.
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 Single- Word Adjectives THE CENTIPEDE Elements/ Features Of Determiners
by Rony V. Diaz The Narrative
Literal And Features Of Primary
Figurative Expressions Information Sources.
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 of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide 2-4 4 5-6 7
Pages
2. Learner’s Materials 1-2 2-5 6 6
Pages
3. Textbook Pages
4. Additional -
Materials from
Learning Resource
(LR) portal
 B. Other Learning Fact sheets/pictures Fact sheets recording of listening input LM/ Activity Sheets
Resources
IV. 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 Pre-assessment The learners will review The learners will review the The learners will review features/
Lesson or How I View Myself And How Single- Word Adjectives. elements of the selection, “ The elements of narratives.
Presenting the New Others View Me (15 minutes) ( 5 minutes) Centipede”.
Lesson ( 5 minutes)
B. Establishing a Tasks 1 and 2 ‘Your Initial The learners will give The learners will share similar EXAMINING SENTENCES (15
Purpose for the Tasks’. impression to what they read experiences to what was learned minutes)
Lesson a. The learners compare and and will share what they from the selection. ( 5 mins) a. The students will examine
contrast the results of the two understood about it. several sentences about
tasks. ( 5 minutes) narratives that may or may not
b. The learners explain if there include several examples of
are disparities between how they determiners properly.
view themselves and how others
view them.
C. Presenting (5 minutes) LOCATE, REFLECT, LOUD AND CLEAR! (30 minutes) b. Elicit from the students their
Examples/Instances The learners will focus on what EVALUATE! (30 minutes) a. Assign students into triads. observations, corrections and
of the Lesson words were used in describing Play an audio file of the selection, generalizations about
themselves and others. They will “There’s A Teenager in the determiners.
be asked also to determine what House by Kerima Polotan-
these words are that describe. 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.
D. Discussing New (5 minutes) Lecture c. After writing down the Discussion of the lesson
Concepts and The learners will be asked to information, each triad must
describe a centipede using assign a reporter who
Practicing New Skills single-word adjectives. will be asked to report his/her
#1 They will also be asked to triad‘s information.
determine what could be the
significance of it in the selection
E. Discussing New See ‘Your Text’.( 15 minutes) Task 3, ‘Your Discovery
Concepts and a. The learners will read the Tasks’. d. The information being CONTROLLED GRAMMAR
Practicing New Skills selection. a. The students will presented will be corrected by the PRACTICE (15 minutes)
#2 ( Pre-assigned) accomplish the task in pairs. teacher.
 b. They write on their notebooks
five questions about the
selection
that they want to be answered
during class discussion.
F. Developing Mastery USING CONTEXT CLUES IN
(Leads to Formative FINDING SYNONYMS (10
Assessment 3) minutes)
See Task 1, ‘Your Discovery
Tasks’.
G. Finding Practical LITERAL OR FIGURATIVE?
Applications of (10 minutes)
Concepts and Skills See Task 2, Your Discovery
in Daily Living Tasks‘.
H. Making
Generalizations and
Abstractions about Why is there a need to know
the Lesson literal and figurative language?
I. Evaluating Learning
The teacher will give a short
quiz.
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.
How will you be able to make a
good ending in your life story?
The teacher will give a short
quiz.
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.
How will you use narrative
writing/speech in your life?
The teacher will give a short quiz.
The students will perform Task 4
in Your Discovery Tasks‘.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students perform
another exercise covering the
subject of determiners.
b. Process the answers of the
students.
INSIGHTS SHARING (20
minutes)
a. Each student will write on a
sheet of 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.
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 Application or
Remediation

IV. 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 done
V. REFLECTION 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?

Prepared by: Submitted to:

AMOR BABE S. TABASA LOURDES C. VILLADORES

Teacher I Principal I