School LURISA National High School Grade Level 7

DAILY LESSON LOG Teacher Mrs. Joan Kate C. Vallar Learning Area ENGLISH
Teaching Dates and Time July 9-13, 2018 Quarter 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

At the end of the lesson, the students will be able to:
I. OBJECTIVES 1. Express opinion from the given scenarios;
2. Create a story map;
3. Use information presented in a creation story to infer, evaluate and to express critical ideas and to use proper stress and intonation;
4. Differentiate literary writing to academic writing
A. Content Standard 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.

B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
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; and observing correct subject-verb agreement.
RC1a: Use predictive and anticipatory VD1c: Determine words or expressions in a WC1c: Distinguish the features of GS1b: Observe consistent tense. Enrichment/Reme
devices/tasks to activate prior knowledge selection that have time (temporal) or place literary and academic writing. RC1e: Respond to ideas, issues, and diation
about the topic of reading/viewing selection. (locative) relations. SS1b: Use the card catalogue, the concerns presented in a reading or
LC1c: Listen for important points signaled by RC1b: Use information presented in a reading or online public access catalogue, or viewing selection in creative forms.
shifts in stress and intonation. viewing selection to infer, to evaluate, and to electronic search engine to locate RC1e: Respond to ideas, issues, and
OL1c: Observe the right syllable stress pattern express critical ideas. specific resources. concerns presented in a reading or
in three categories: two-syllable word stress, viewing selection in creative forms.
compound noun stress, and words with stress

Enrichment/Reme
I. CONTENT diation
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning pictures of people in conflict Copies of listening and reading texts
Resource (LR)portal
B. Other Learning Resource
1
Jski.dv
IV-PROCEDURES
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 Allow students to articulate their own
E. Discussing new concepts
and practicing new skills #
2 Prior to listening, instruct the students that text.
F. Developing mastery
(leads to Formative
Assessment 3)
Show a recent picture of people in conflict
in national news.
Ask students how the conflict was handled
by these people.
Your Initial Tasks:
What’s the Conflict? (See Task 1, „Your
Initial Tasks‟.)
Ask students to draw out a specific
description of the problem existing in the
pictures.
Ask students to find a partner share ideas.
Draw students‟ attention to the problem
scenarios as examples of conflict.
definitions of conflict.
Have the students listen to three taped Discuss the answers in class, emphasizing CONTROLLED GRAMMAR PRACTICE (15
dialogues.
they need to accomplish a listening chart.
Explain the contents of the chart.
ORAL READING (10 minutes) Discuss students‟ experience in Review rules in subject- verb
Ask students to determine how similar or accessing the three information agreement
different the creation story that they are search structures
about to read from the story they have
previously read.
Engage students in a period of silent reading.
Ask students to compare and contrast the Ask a few students about their
two characters in the story. insights on the value of organizing
Explain that the overlapping part of the one’s search for information.
diagram should contain at least three
similarities of the two characters while the
external regions should contain at least three
of the unique qualities of each character.
Model how statements of comparison and In pairs, ask students to examine the
contrast may be made from the contents of verbs in each sentence. Ask students
their diagrams. to examine if the form of each verb is
Elicit sample statements of comparison and consistent with the time frame
contrast from the students. signaled by the information in each
sentence.
Discuss the importance of tense
consistency. Have students focus on
the following rules in verb
consistency:
See Task 2, „Your Discovery Tasks‟. ELICITATION-GENERALIZATION (15 Discuss rules in subject- verb
Have the students accomplish the task. minutes) agreement
In pairs, allow students to compare answers
and share insights.
the need to look for supporting details in the minutes)
See Task 6, „Your Discovery Tasks‟.
Ask students to predict what might have EXTENDED GRAMMAR PRACTICE (10
happened if Tungkung Langit and Alunsina minutes)
See Task 7, „Your Discovery Tasks‟.
2
Jski.dv

G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
Before the class discussion, have students
exchange observations in pairs using their
charts.
Process the responses, emphasizing that
aside from words, voice quality changes
when speakers are in conflict.
Synthesize the discussion of Task 2 by WHICH IS WHICH? (15 minutes) THINK WIN-WIN! Ask them to write sentences using
explaining that asserting oneself in an See Task 4, „Your Discovery Tasks‟. See „Your Final Task‟. the rules and expand them to form a
argument proves strong when the stress Have students recall that the conflict paragraph.
and intonation are right. Telling the other between Tungkung Langit and Alunsina
person what you feel about what he or she can be resolved.
just said can also be conveyed with how
you say it.
Explain that correct word stress is an Have students complete the task. Discuss with students the following Let them identify all the rules
important element in engaging in clear oral Ask which of the two texts based on their possibilities in resolving conflict. discussed.
communication. charts a sample of a literary writing is and
which one is a sample of academic writing.

I. Evaluating learning Facilitate the drills on word stress. Discuss further the information that the Provide instructions for the The teacher will prepare 10 items
Explain that stress is important in students articulate. completion of the task as homework. quiz about the rules discussed.
achieving proper intonation. Define Emphasize the need to observe tense
intonation as the rise and fall in one’s consistency rules in writing the
voice. dialogue.
J. Additional activities for Facilitate the drills on intonation. ELICITATION-GENERALIZATION (15 minutes) Practice answering the correct
application or remediation grammar
II. REMARKS
III. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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

3
Jski.dv
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by:

Mrs. Joan Kate C. Vallar Mr. Jimmy Y. Beril

SST-I SIC

4
Jski.dv